Analysis - local employment cross tabs


The first research question is to analyze the factors that play into whether an individual has meaningful employment within their high school county, EDR, research region, and Minnesota at time X.

There are three “times” in which we checked to see if the individual had meaningful employment within these geographies;

  1. the same year as graduation
  2. two years after graduation, and
  3. seven years after graduation.

Meaningful employment is determined by whether an individual worked 1,000 hours for an employer during time X. In addition, if the individual is working for an employer but not meaningful at time X but worked 1,000 hours for that employer during another year it’s still considered “meaningful”.

Due to time x potentially being passed the date of the latest data (2019) for some individuals, the analysis below will filter out all individuals where time x is after 2019.

From the multiple correspondence analysis and the principle component analysis we determined that the following independent variables will be included in the analysis, although I’m no including the CTE.# ones yet;

## $LimitedEnglishProficiencyIndicator
## [1] "factor"
## 
## $pseo.participant
## [1] "factor"
## 
## $non.english.home
## [1] "factor"
## 
## $RaceEthnicity
## [1] "factor"
## 
## $Dem_Desc
## [1] "factor"
## 
## $edr
## [1] "factor"
## 
## $took.ACT
## [1] "factor"
## 
## $ap.exam
## [1] "factor"
## 
## $cte.achievement
## [1] "factor"
## 
## $english.learner
## [1] "factor"
## 
## $attended.ps
## [1] "factor"
## 
## $ps.grad
## [1] "factor"
## 
## $ps.grad.InstitutionSector
## [1] "factor"
## 
## $highest.cred.level
## [1] "factor"
## 
## $total.cte.courses.taken
## [1] "numeric"
## 
## $cte.0
## [1] "numeric"
## 
## $cte.1
## [1] "numeric"
## 
## $cte.2
## [1] "numeric"
## 
## $cte.3
## [1] "numeric"
## 
## $cte.4
## [1] "numeric"
## 
## $cte.5
## [1] "numeric"
## 
## $cte.6
## [1] "numeric"
## 
## $cte.7
## [1] "numeric"
## 
## $cte.8
## [1] "numeric"
## 
## $cte.9
## [1] "numeric"
## 
## $cte.10
## [1] "numeric"
## 
## $cte.11
## [1] "numeric"
## 
## $cte.12
## [1] "numeric"
## 
## $cte.14
## [1] "numeric"
## 
## $cte.21
## [1] "numeric"
## 
## $cte.22
## [1] "numeric"
## 
## $cte.23
## [1] "numeric"
## 
## $cte.24
## [1] "numeric"
## 
## $cte.25
## [1] "numeric"
## 
## $cte.26
## [1] "numeric"
## 
## $avg.cte.intensity
## [1] "numeric"
## 
## $MCA.M
## [1] "numeric"
## 
## $MCA.R
## [1] "numeric"
## 
## $MCA.S
## [1] "numeric"
## 
## $avg.unemp.rate
## [1] "numeric"
## 
## $avg.wages.pct.state
## [1] "numeric"


Steps in analysis

Our dependent variable - the individual has meaningful employment in same location X as their high school - has 4 different outcomes.

  1. Location match: the individual has
    • a MN employment record at time X
    • has meaningful employment at time X
    • is employed in the same location X as their high school.
  2. No location match: the individual has
    • a MN employment record at time X
    • has meaningful employment at time X
    • does NOT have employment in the same location X as their high school.
  3. No meaningful emp: the individual has
    • a MN employment record at time X
    • the employment is not meaningful at time X.
  4. No MN emp record: the individual has
    • NO MN employment record at time X.

Since we are most interested in whether an individual has meaningful employment in region X at time X we will create two groups; 1. all individuals that meet the criteria/outcome 1 from list above, and 2. all remaining individuals.

For each time X we will analyze whether the independent variables differ significantly on whether an individual has a MN employment record AND has meaningful employment AND the meaningful employment is in the same region X as their high school.

The structure of the analysis will look like this;

  • Location match - county through region
    • For each region x
      • Summary chart
    • Cross tabs For each time x (grad year, grad year +2, grad year +7)
      • Demographic variables
      • HS characteristic variables
      • HS enrollment variables
      • HS accomplishments
      • Post secondary (only gor grad year +2 and grad year +7)

For categorical variables I’ll be using the Cramer’s v-square measure of association. The V^2 value is from 0 to 1 with 0 meaning there’s no association and a value closer to 1 indicates a strong association.

For the variables with continuous values I’ll be using the Wilcoxon two paired groups test. P-value will be used to determine whether we can reject the NULL hypothesis at a .01 level. I’ll also include boxplots to see in which direction there might be influence from the variables.


Location match - county

Summary chart

The chart below provides the percentage of individuals in the dataset that had meaningful employment in the same county as their high school the year of their graduation, graduation year +2, and graduation year +7. The percentage of individuals does increase with each subsequent time X - 12.4% the year of gradation, 17.4% two years after graduation, and 20% seven years after graduation.



Cross tabs - Time X = grad year

Now let’s examine whether there are any relationships between these individuals and the independent variables.


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in the same county as their high school the year they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.068, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (16.6%) had meaningful employment in their high school county compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in the same county as their high school than what was expected - 124 individuals vs. 93 expected.
  • A larger proportion of hispanic individuals (19.9%) had meaningful employment in their high school county compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same county as their high school than what was expected - 549 observed vs. 341 expected.

Race/Ethnicity

Test
County match RaceEthnicity Total
AI Asian/PI Black Hispanic Unknown White
Match 52
49
13 %
132
132
12.4 %
124
93
16.6 %
549
341
19.9 %
3
5
7.5 %
3860
4100
11.6 %
4720
4720
12.4 %
No match 347
350
87 %
935
935
87.6 %
624
655
83.4 %
2208
2416
80.1 %
37
35
92.5 %
29283
29043
88.4 %
33434
33434
87.6 %
Total 399
399
100 %
1067
1067
100 %
748
748
100 %
2757
2757
100 %
40
40
100 %
33143
33143
100 %
38154
38154
100 %
χ2=173.956 · df=5 · Cramer’s V=0.068 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.053, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from entirely rural high schools had a significantly lower proportion of individuals that had meaningful employment in the same county as their high school - 8.6% compared to 11.1% in urban/town/rural mix and 13.4% in town/rural mix.
  • Individuals from entirely rural high schools had a significantly lower observed number of individuals that had meaningful employment in the same county as their high school - 476 observed vs. 684 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.050, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same county as their high school the year of graduation - 9.7% compared to 12% in EDR 8 and 14.2% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same county as their high school the year of graduation - 714 observed vs. 911 expected.


avg.unemployment.rate: The p-value does indicate a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and the average unemployment rate in that county. It states that as unemployment increases, the likliness of having “match” increases as well.


avg.wages.pct.state: The Wilcoxon test p-value indicates a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and the average wages in the high school county as a percent of the state average wages. The boxplots show that counties with a higher percentage equaled a higher liklihood of their being a county match in employment.


avg.cte.intensity: The p-value indicates that we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school and the average CTE intensity at their high school. The boxplots show that individuals that did have meaninful employment the year of graduation went to a high school with an average cte intensity that was slightly higher.


Dem_Desc

Test
County match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 476
684
8.6 %
3575
3293
13.4 %
669
743
11.1 %
4720
4720
12.4 %
No match 5055
4847
91.4 %
23043
23325
86.6 %
5336
5262
88.9 %
33434
33434
87.6 %
Total 5531
5531
100 %
26618
26618
100 %
6005
6005
100 %
38154
38154
100 %
χ2=108.284 · df=2 · Cramer’s V=0.053 · p=0.000


EDR

Test
County match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 1985
1725
14.2 %
714
911
9.7 %
2021
2084
12 %
4720
4720
12.4 %
No match 11956
12216
85.8 %
6650
6453
90.3 %
14828
14765
88 %
33434
33434
87.6 %
Total 13941
13941
100 %
7364
7364
100 %
16849
16849
100 %
38154
38154
100 %
χ2=95.669 · df=2 · Cramer’s V=0.050 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by County match
## W = 77143988, p-value = 0.01295
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by County match
## W = 83641568, p-value = 2.263e-11
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by County match
## W = 78601308, p-value = 0.006514
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and if the individual has limited english proficiency. However, the Cramer’s V^2 value is only .026 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that had limited english proficiency had meaningful employment in the same county as their high school the year of graduation - 18.1% vs. 12.2% for individuals that did not have limited english proficiency.
  • A significantly larger number of individuals with limited english proficiency worked in the same county as their high school than expected - 146 observed vs. 100 expected.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .088 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same county as their high school the year of graduation - 14.5% vs. 8.4% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same county as their high school the year of graduation - 3,608 observed vs. 3,084 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .060 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in the same county as their high school the year of graduation - 18.8% vs. 11.8% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 623 observed vs. 411 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .027 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in the same county as their high school - 16.1% vs. 12.2% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 333 observed vs. 256 expected.

LimitedEnglishProficiencyIndicator

Test
County match LimitedEnglishProficiencyIndicator Total
N Y
Match 4574
4620
12.2 %
146
100
18.1 %
4720
4720
12.4 %
No match 32775
32729
87.8 %
659
705
81.9 %
33434
33434
87.6 %
Total 37349
37349
100 %
805
805
100 %
38154
38154
100 %
χ2=24.678 · df=1 · Cramer’s V=0.026 · p=0.000


pseo.participant

Test
County match pseo.participant Total
0 1
Match 3608
3084
14.5 %
1112
1636
8.4 %
4720
4720
12.4 %
No match 21321
21845
85.5 %
12113
11589
91.6 %
33434
33434
87.6 %
Total 24929
24929
100 %
13225
13225
100 %
38154
38154
100 %
χ2=292.625 · df=1 · φ=0.088 · p=0.000


non.english.home

Test
County match non.english.home Total
0 1
Match 4097
4309
11.8 %
623
411
18.8 %
4720
4720
12.4 %
No match 30738
30526
88.2 %
2696
2908
81.2 %
33434
33434
87.6 %
Total 34835
34835
100 %
3319
3319
100 %
38154
38154
100 %
χ2=136.699 · df=1 · φ=0.060 · p=0.000


english.learner

Test
County match english.learner Total
0 1
Match 4387
4464
12.2 %
333
256
16.1 %
4720
4720
12.4 %
No match 31700
31623
87.8 %
1734
1811
83.9 %
33434
33434
87.6 %
Total 36087
36087
100 %
2067
2067
100 %
38154
38154
100 %
χ2=27.826 · df=1 · φ=0.027 · p=0.000


High school accomplishments variables

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .107 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 17.3% vs 9.9% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 2,197 observed vs. 1,567 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .064 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same county as their high school - 13.3% vs 7.5% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same county as their high school - 4,271 observed vs. 3,976 expected.


total.cte.coureses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school and the number of CTE courses an individual has taken. The boxplots show that individuals who worked in the same county as their high school the year they graduated took a higher number of CTE courses in high school.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school the year of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .074 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same county as their high school - 14.7% vs. 11.6% for CTE participant and 8.7% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same county as their high school than what was expected - 2,630 observed vs. 2,211 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same county as their high school the year of graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same county as their high school the year of graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same county as their high school the year of graduation.


took.ACT

Test
County match took.ACT Total
No Yes
Match 2197
1567
17.3 %
2523
3153
9.9 %
4720
4720
12.4 %
No match 10469
11099
82.7 %
22965
22335
90.1 %
33434
33434
87.6 %
Total 12666
12666
100 %
25488
25488
100 %
38154
38154
100 %
χ2=432.159 · df=1 · φ=0.107 · p=0.000


ap.exam

Test
County match ap.exam Total
0 1
Match 4271
3976
13.3 %
449
744
7.5 %
4720
4720
12.4 %
No match 27872
28167
86.7 %
5562
5267
92.5 %
33434
33434
87.6 %
Total 32143
32143
100 %
6011
6011
100 %
38154
38154
100 %
χ2=157.577 · df=1 · φ=0.064 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by County match
## W = 93127782, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
County match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 2630
2211
14.7 %
1304
1389
11.6 %
786
1120
8.7 %
4720
4720
12.4 %
No match 15241
15660
85.3 %
9922
9837
88.4 %
8271
7937
91.3 %
33434
33434
87.6 %
Total 17871
17871
100 %
11226
11226
100 %
9057
9057
100 %
38154
38154
100 %
χ2=210.524 · df=2 · Cramer’s V=0.074 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by County match
## W = 55760515, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by County match
## W = 56289804, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by County match
## W = 36591287, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Cross tabs - Time X = grad year +2


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.076, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (23.0%) had meaningful employment in their high school county compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in the same county as their high school than what was expected - 124 individuals vs. 94 expected.
  • A larger proportion of hispanic individuals (27.6%) had meaningful employment in their high school county compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same county as their high school than what was expected - 569 observed vs. 359 expected.

Race/Ethnicity

Test
County match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 43
54
13.8 %
117
153
13.4 %
124
94
23 %
569
359
27.6 %
4684
4877
16.7 %
5537
5537
17.4 %
No match 268
257
86.2 %
759
723
86.6 %
414
444
77 %
1494
1704
72.4 %
23313
23120
83.3 %
26248
26248
82.6 %
Total 311
311
100 %
876
876
100 %
538
538
100 %
2063
2063
100 %
27997
27997
100 %
31785
31785
100 %
χ2=182.020 · df=4 · Cramer’s V=0.076 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.065, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from entirely rural high schools had a significantly lower proportion of individuals that had meaningful employment in the same county as their high school two years after graduation - 11.6% compared to 18.7% in town/rural mix and 17.4% in urban/town/rural mix.
  • Individuals from entirely rural high schools had a significantly lower observed number of individuals that had meaningful employment in the same county as their high school two years after graduation - 550 observed vs. 824 expected.
  • Town/rural mix high schools had a significantly higher number of individuals that had meaningful employment in the same county two years after graduation than expected - 4,114 vs. 3,839 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.069, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same county as their high school two years after graduation - 13% compared to 16.9% in EDR 8 and 20.3% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same county as their high school two years after graduation - 802 observed vs. 1,073 expected.


avg.unemployment.rate: The p-value does NOT indicate a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and the average unemployment rate in that county.


avg.wages.pct.state: The p-value does indicate a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and the average household income in that county. Individuals that graduated from a high school county with higher percentages were more likely to have meaningful employment in the county two years after graduation.


avg.cte.intensity: The p-value indicates that we can NOT reject the null hypothesis.

Dem_Desc

Test
County match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 550
824
11.6 %
4114
3839
18.7 %
873
874
17.4 %
5537
5537
17.4 %
No match 4181
3907
88.4 %
17923
18198
81.3 %
4144
4143
82.6 %
26248
26248
82.6 %
Total 4731
4731
100 %
22037
22037
100 %
5017
5017
100 %
31785
31785
100 %
χ2=134.308 · df=2 · Cramer’s V=0.065 · p=0.000


EDR

Test
County match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 2368
2031
20.3 %
802
1073
13 %
2367
2433
16.9 %
5537
5537
17.4 %
No match 9289
9626
79.7 %
5357
5086
87 %
11602
11536
83.1 %
26248
26248
82.6 %
Total 11657
11657
100 %
6159
6159
100 %
13969
13969
100 %
31785
31785
100 %
χ2=152.887 · df=2 · Cramer’s V=0.069 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by County match
## W = 71439118, p-value = 0.0477
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by County match
## W = 78745130, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by County match
## W = 71939095, p-value = 0.02743
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the NULL hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .110 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same county as their high school two years after graduation - 20.3% vs. 11.5% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same county as their high school two years after graduation - 4,348 observed vs. 3,729 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .050 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in the same county as their high school two years after graduation - 23.7% vs. 16.9% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 616 observed vs. 452 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .031 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in the same county as their high school - 22.5% vs. 17.2% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 355 observed vs. 275 expected.

LimitedEnglishProficiencyIndicator

Test
County match LimitedEnglishProficiencyIndicator Total
N Y
Match 5417
5437
17.4 %
120
100
20.9 %
5537
5537
17.4 %
No match 25793
25773
82.6 %
455
475
79.1 %
26248
26248
82.6 %
Total 31210
31210
100 %
575
575
100 %
31785
31785
100 %
χ2=4.602 · df=1 · Cramer’s V=0.012 · p=0.032


pseo.participant

Test
County match pseo.participant Total
0 1
Match 4348
3729
20.3 %
1189
1808
11.5 %
5537
5537
17.4 %
No match 17056
17675
79.7 %
9192
8573
88.5 %
26248
26248
82.6 %
Total 21404
21404
100 %
10381
10381
100 %
31785
31785
100 %
χ2=380.877 · df=1 · Cramer’s V=0.110 · p=0.000


non.english.home

Test
County match non.english.home Total
0 1
Match 4921
5085
16.9 %
616
452
23.7 %
5537
5537
17.4 %
No match 24270
24106
83.1 %
1978
2142
76.3 %
26248
26248
82.6 %
Total 29191
29191
100 %
2594
2594
100 %
31785
31785
100 %
χ2=78.119 · df=1 · φ=0.050 · p=0.000


english.learner

Test
County match english.learner Total
0 1
Match 5182
5262
17.2 %
355
275
22.5 %
5537
5537
17.4 %
No match 25024
24944
82.8 %
1224
1304
77.5 %
26248
26248
82.6 %
Total 30206
30206
100 %
1579
1579
100 %
31785
31785
100 %
χ2=29.231 · df=1 · φ=0.031 · p=0.000


High school accomplishments variables

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .139 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 24.5% vs 13.5% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 2,763 observed vs. 1,962 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .083 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same county as their high school - 18.8% vs 10.2% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same county as their high school - 5,027 observed vs. 4,664 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school two years after graduation and the number of CTE courses an individual has taken. Individuals that took a higher number of CTE courses were more likely to have meaningful employment in the county two years after graduation.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .094 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same county as their high school - 20.7% vs. 16.8% for CTE participant and 11.7% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same county as their high school than what was expected - 3,038 observed vs. 2,555 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school two years after graduation and their MCA math score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county two years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school two years after graduation and their MCA reading score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county two years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school two years after graduation and their MCA science score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county two years after graduation.


took.ACT

Test
County match took.ACT Total
No Yes
Match 2763
1962
24.5 %
2774
3575
13.5 %
5537
5537
17.4 %
No match 8499
9300
75.5 %
17749
16948
86.5 %
26248
26248
82.6 %
Total 11262
11262
100 %
20523
20523
100 %
31785
31785
100 %
χ2=612.795 · df=1 · φ=0.139 · p=0.000


ap.exam

Test
County match ap.exam Total
0 1
Match 5027
4664
18.8 %
510
873
10.2 %
5537
5537
17.4 %
No match 21749
22112
81.2 %
4499
4136
89.8 %
26248
26248
82.6 %
Total 26776
26776
100 %
5009
5009
100 %
31785
31785
100 %
χ2=215.973 · df=1 · φ=0.083 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by County match
## W = 86867628, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
County match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 3038
2555
20.7 %
1623
1678
16.8 %
876
1304
11.7 %
5537
5537
17.4 %
No match 11630
12113
79.3 %
8011
7956
83.2 %
6607
6179
88.3 %
26248
26248
82.6 %
Total 14668
14668
100 %
9634
9634
100 %
7483
7483
100 %
31785
31785
100 %
χ2=282.490 · df=2 · Cramer’s V=0.094 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by County match
## W = 50505124, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by County match
## W = 50878524, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by County match
## W = 30799915, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post-secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual graduated from a post-secondary institution.However, the Cramer’s V^2 value is only .115 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same county as their high school - 22.2% vs 13.4% of individuals that graduated from a post-seconary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same county as their high school - 3,231 observed vs. 2,539 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .071 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in the same county as their high school - 22.5% vs 16% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in the same county as their high school - 1,580 observed vs. 1,223 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .209 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in the same county as their high school two years after graduation - 25.5% compared to less than 20% for all other institutions.
  • This same group of individuals had more people with meaningful employment in the same county as their high school than expected - 1,439 vs. 984 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in the same county as their high school two years after graduating - 22.5%.
  • These same individuals a significantly higher number have meaningful employment in the same county as their high school than expected - 1,580 observed vs. 1,223 expected.
  • A significantly larger proportion of individuals that attend post secondary but never graduated had meaningful employment in the same county as their high school two years after graduating - 21.8%.
  • These same individuals had a significantly higher number of people have meaningful employment in the same county as their high school two years after graduating - 1,659 observed vs. 1,328 expected.
  • A significantly lower proportion of individuals that graduated from a public, 4 year college had meaningful employment in the same county as their high school two years after graduation - 6.8%.
  • These same individuals had a significantly lower number of people that had meaningful employment in the same county as their high school - 482 observed vs. 1,243 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school two years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .201 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in the same county as their high school - 21.7% of individuals with Associate degree and 22.5% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in the same county as their high school than expected - 849 observed vs. 682 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in the same county as their high school than expected - 4,154 observed vs. 3,215 expected.


ps.grad

Test
County match ps.grad Total
0 1
Match 3231
2539
22.2 %
2306
2998
13.4 %
5537
5537
17.4 %
No match 11342
12034
77.8 %
14906
14214
86.6 %
26248
26248
82.6 %
Total 14573
14573
100 %
17212
17212
100 %
31785
31785
100 %
χ2=421.649 · df=1 · φ=0.115 · p=0.000


attended.ps

Test
County match attended.ps Total
No Yes
Match 1580
1223
22.5 %
3957
4314
16 %
5537
5537
17.4 %
No match 5439
5796
77.5 %
20809
20452
84 %
26248
26248
82.6 %
Total 7019
7019
100 %
24766
24766
100 %
31785
31785
100 %
χ2=161.794 · df=1 · φ=0.071 · p=0.000


ps.grad.InstitutionSector

Test
County match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 482
1243
6.8 %
238
286
14.5 %
11
11
16.9 %
82
423
3.4 %
46
39
20.4 %
1439
984
25.5 %
1659
1328
21.8 %
1580
1223
22.5 %
5537
5537
17.4 %
No match 6651
5890
93.2 %
1402
1354
85.5 %
54
54
83.1 %
2349
2008
96.6 %
179
186
79.6 %
4212
4667
74.5 %
5962
6293
78.2 %
5439
5796
77.5 %
26248
26248
82.6 %
Total 7133
7133
100 %
1640
1640
100 %
65
65
100 %
2431
2431
100 %
225
225
100 %
5651
5651
100 %
7621
7621
100 %
7019
7019
100 %
31785
31785
100 %
χ2=1389.093 · df=7 · Cramer’s V=0.209 · p=0.000


highest.cred.level

Test
County match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 849
682
21.7 %
532
1623
5.7 %
4154
3215
22.5 %
2
17
2 %
5537
5537
17.4 %
No match 3065
3232
78.3 %
8785
7694
94.3 %
14300
15239
77.5 %
98
83
98 %
26248
26248
82.6 %
Total 3914
3914
100 %
9317
9317
100 %
18454
18454
100 %
100
100
100 %
31785
31785
100 %
χ2=1286.629 · df=3 · Cramer’s V=0.201 · p=0.000


Cross tabs - Time X = grad year +7


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.029, indicating a weak association. Highlights in the table include;

  • A larger proportion of hispanic individuals (23.1%) had meaningful employment in their high school county compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same county as their high school than what was expected - 191 observed vs. 165 expected.

Race/Ethnicity

Test
County match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 26
27
19.4 %
58
81
14.4 %
29
34
16.9 %
191
165
23.1 %
3000
2997
20 %
3304
3304
20 %
No match 108
107
80.6 %
346
323
85.6 %
143
138
83.1 %
635
661
76.9 %
12009
12012
80 %
13241
13241
80 %
Total 134
134
100 %
404
404
100 %
172
172
100 %
826
826
100 %
15009
15009
100 %
16545
16545
100 %
χ2=14.176 · df=4 · Cramer’s V=0.029 · p=0.007


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.054, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from entirely rural high schools had a significantly lower proportion of individuals that had meaningful employment in the same county as their high school seven years after graduation - 15.6% compared to 21.3% in town/rural mix and 18.3% in urban/town/rural mix.
  • Individuals from entirely rural high schools had a significantly lower observed number of individuals that had meaningful employment in the same county as their high school seven years after graduation - 411 observed vs. 525 expected.
  • Town/rural mix high schools had a significantly higher number of individuals that had meaningful employment in the same county seven years after graduation than expected - 2,420 vs. 2,264 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.059, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same county as their high school seven years after graduation - 15.3% compared to 20.9% in EDR 8 and 21.5% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same county as their high school seven years after graduation - 505 observed vs. 660 expected.


avg.unemployment.rate: The p-value does indicate a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and the average unemployment rate in that county. The boxplots show that individuals that had meaningful employment in the same county as their high school seven years after graduation had overall lower unemployment rates in those counties.


wages.3year.avg: The p-value does indicate a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and the average household income in that county. The boxplots show that individuals that had meaningful employment in the same county as their high school had higher percentages in those counties.


avg.cte.intensity: The p-value indicates we can not reject the NULL hypothesis.

Dem_Desc

Test
County match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 411
525
15.6 %
2420
2264
21.3 %
473
515
18.3 %
3304
3304
20 %
No match 2217
2103
84.4 %
8917
9073
78.7 %
2107
2065
81.7 %
13241
13241
80 %
Total 2628
2628
100 %
11337
11337
100 %
2580
2580
100 %
16545
16545
100 %
χ2=48.596 · df=2 · Cramer’s V=0.054 · p=0.000


EDR

Test
County match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 1301
1211
21.5 %
505
660
15.3 %
1498
1433
20.9 %
3304
3304
20 %
No match 4762
4852
78.5 %
2801
2646
84.7 %
5678
5743
79.1 %
13241
13241
80 %
Total 6063
6063
100 %
3306
3306
100 %
7176
7176
100 %
16545
16545
100 %
χ2=57.672 · df=2 · Cramer’s V=0.059 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by County match
## W = 20679212, p-value = 1.136e-06
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by County match
## W = 23697944, p-value = 1.113e-13
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by County match
## W = 21237270, p-value = 0.7816
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the NULL hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .068 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same county as their high school seven years after graduation - 21.5% vs. 15.1% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same county as their high school seven years after graduation - 2,712 observed vs. 2,521 expected.


non.english.home: The p-value indicates we can not reject the null hypothesis.


english.learner: The p-value indicates we can not reject the null hypothesis.

LimitedEnglishProficiencyIndicator

Test
County match LimitedEnglishProficiencyIndicator Total
N Y
Match 3257
3258
20 %
47
46
20.5 %
3304
3304
20 %
No match 13059
13058
80 %
182
183
79.5 %
13241
13241
80 %
Total 16316
16316
100 %
229
229
100 %
16545
16545
100 %
χ2=0.016 · df=1 · Cramer’s V=0.002 · p=0.898


pseo.participant

Test
County match pseo.participant Total
0 1
Match 2712
2521
21.5 %
592
783
15.1 %
3304
3304
20 %
No match 9913
10104
78.5 %
3328
3137
84.9 %
13241
13241
80 %
Total 12625
12625
100 %
3920
3920
100 %
16545
16545
100 %
χ2=75.765 · df=1 · Cramer’s V=0.068 · p=0.000


non.english.home

Test
County match non.english.home Total
0 1
Match 3083
3081
20 %
221
223
19.8 %
3304
3304
20 %
No match 12347
12349
80 %
894
892
80.2 %
13241
13241
80 %
Total 15430
15430
100 %
1115
1115
100 %
16545
16545
100 %
χ2=0.008 · df=1 · φ=0.001 · p=0.928


english.learner

Test
County match english.learner Total
0 1
Match 3199
3196
20 %
105
108
19.5 %
3304
3304
20 %
No match 12807
12810
80 %
434
431
80.5 %
13241
13241
80 %
Total 16006
16006
100 %
539
539
100 %
16545
16545
100 %
χ2=0.055 · df=1 · φ=0.002 · p=0.815


High school accomplishments variables

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .089 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 24.4% vs 17.1% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same county as their high school - 1,590 observed vs. 1,301 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .066 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same county as their high school - 21.1% vs 13.9% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same county as their high school - 2,938 observed vs. 2,778 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school seven years after graduation and the number of CTE courses an individual has taken. The boxplot shows that individuals that had meaningful employment in the same county as their high school also had taken a larger number of CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .091 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same county as their high school - 23.1% vs. 18.6% for CTE participant and 13.9% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same county as their high school than what was expected - 2,014 observed vs. 1,743 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school seven years after graduation and their MCA math score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county seven years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school seven years after graduation and their MCA reading score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county seven years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same county as their high school seven years after graduation and their MCA science score. The boxplots indicate that individuals with lower scores were more likely to have meaningful employment in the county seven years after graduation.


took.ACT

Test
County match took.ACT Total
No Yes
Match 1590
1301
24.4 %
1714
2003
17.1 %
3304
3304
20 %
No match 4927
5216
75.6 %
8314
8025
82.9 %
13241
13241
80 %
Total 6517
6517
100 %
10028
10028
100 %
16545
16545
100 %
χ2=131.453 · df=1 · φ=0.089 · p=0.000


ap.exam

Test
County match ap.exam Total
0 1
Match 2938
2778
21.1 %
366
526
13.9 %
3304
3304
20 %
No match 10973
11133
78.9 %
2268
2108
86.1 %
13241
13241
80 %
Total 13911
13911
100 %
2634
2634
100 %
16545
16545
100 %
χ2=71.880 · df=1 · φ=0.066 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by County match
## W = 25400152, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
County match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 2014
1743
23.1 %
803
861
18.6 %
487
699
13.9 %
3304
3304
20 %
No match 6716
6987
76.9 %
3510
3452
81.4 %
3015
2803
86.1 %
13241
13241
80 %
Total 8730
8730
100 %
4313
4313
100 %
3502
3502
100 %
16545
16545
100 %
χ2=137.989 · df=2 · Cramer’s V=0.091 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by County match
## W = 16178196, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by County match
## W = 15914720, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by County match
## W = 5809764, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post-secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .051 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same county as their high school - 22.3% vs 18.2% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same county as their high school - 1,608 observed vs. 1,440 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .028 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in the same county as their high school - 22.1% vs 19.4% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in the same county as their high school - 783 observed vs. 707 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .146 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in the same county as their high school seven years after graduation - 27.9%.
  • This same group of individuals had more people with meaningful employment in the same county as their high school than expected - 819 vs. 585 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in the same county as their high school seven years after graduating - 22.1%.
  • These same individuals a significantly higher number have meaningful employment in the same county as their high school than expected - 783 observed vs. 707 expected.
  • A significantly larger proportion of individuals that attend post secondary but never graduated had meaningful employment in the same county as their high school seven years after graduating - 22.4%.
  • These same individuals had a significantly higher number of people have meaningful employment in the same county as their high school seven years after graduating - 835 observed vs. 744 expected.
  • A significantly lower proportion of individuals that graduated from a public, 4 year college had meaningful employment in the same county as their high school seven years after graduation - 13.7%.
  • These same individuals had a significantly lower number of people that had meaningful employment in the same county as their high school - 516 observed vs. 755 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same county as their high school seven years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .137 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in the same county as their high school - 24.5% of individuals with Associate degree and 23.4% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in the same county as their high school than expected - 497 observed vs. 404 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in the same county as their high school than expected - 2,192 observed vs. 1,869 expected.


ps.grad

Test
County match ps.grad Total
0 1
Match 1608
1440
22.3 %
1696
1864
18.2 %
3304
3304
20 %
No match 5605
5773
77.7 %
7636
7468
81.8 %
13241
13241
80 %
Total 7213
7213
100 %
9332
9332
100 %
16545
16545
100 %
χ2=42.934 · df=1 · φ=0.051 · p=0.000


attended.ps

Test
County match attended.ps Total
No Yes
Match 783
707
22.1 %
2521
2597
19.4 %
3304
3304
20 %
No match 2759
2835
77.9 %
10482
10406
80.6 %
13241
13241
80 %
Total 3542
3542
100 %
13003
13003
100 %
16545
16545
100 %
χ2=12.701 · df=1 · φ=0.028 · p=0.000


ps.grad.InstitutionSector

Test
County match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 516
755
13.7 %
198
198
20 %
10
9
21.3 %
113
276
8.2 %
30
30
20 %
819
585
27.9 %
835
744
22.4 %
783
707
22.1 %
3304
3304
20 %
No match 3264
3025
86.3 %
791
791
80 %
37
38
78.7 %
1267
1104
91.8 %
120
120
80 %
2112
2346
72.1 %
2891
2982
77.6 %
2759
2835
77.9 %
13241
13241
80 %
Total 3780
3780
100 %
989
989
100 %
47
47
100 %
1380
1380
100 %
150
150
100 %
2931
2931
100 %
3726
3726
100 %
3542
3542
100 %
16545
16545
100 %
χ2=354.922 · df=7 · Cramer’s V=0.146 · p=0.000


highest.cred.level

Test
County match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 497
404
24.5 %
612
1017
12 %
2192
1869
23.4 %
3
14
4.2 %
3304
3304
20 %
No match 1528
1621
75.5 %
4479
4074
88 %
7166
7489
76.6 %
68
57
95.8 %
13241
13241
80 %
Total 2025
2025
100 %
5091
5091
100 %
9358
9358
100 %
71
71
100 %
16545
16545
100 %
χ2=308.629 · df=3 · Cramer’s V=0.137 · p=0.000


Location match - EDR


Summary Chart

The chart below provides the percentage of individuals in the dataset that had meaningful employment in the same EDR as their high school the year of their graduation, graduation year +2, and graduation year +7. The percentage of individuals does increase with each subsequent time X - 14.9% the year of gradation, 22.5% two years after graduation, and 27,6% seven years after graduation.



Cross tabs - Time X = grad year


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in the same EDR as their high school the year they graduate and the individual’s race/ethnicy. The p-value was 0, however the Cramer’s V^2 value was 0.064, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (17.9%) had meaningful employment in their high school EDR compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in the same EDR as their high school than what was expected - 134 individuals vs. 111 expected.
  • A larger proportion of hispanic individuals (22.6%) had meaningful employment in their high school EDR compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same EDR as their high school than what was expected - 623 observed vs. 408 expected.

Race/Ethnicity

Test
EDR match RaceEthnicity Total
AI Asian/PI Black Hispanic Unknown White
Match 55
59
13.8 %
168
158
15.8 %
134
111
17.9 %
623
407
22.7 %
3
6
7.5 %
4668
4909
14.1 %
5651
5651
14.9 %
No match 343
339
86.2 %
898
908
84.2 %
613
636
82.1 %
2120
2336
77.3 %
37
34
92.5 %
28388
28147
85.9 %
32399
32399
85.1 %
Total 398
398
100 %
1066
1066
100 %
747
747
100 %
2743
2743
100 %
40
40
100 %
33056
33056
100 %
38050
38050
100 %
χ2=156.335 · df=5 · Cramer’s V=0.064 · p=0.000


High school characteristics variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.053, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in the same EDR as their high school - 15.9% compared to 12.2% in entirely rural and 12.4% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in the same EDR as their high school - 4,233 observed vs. 3,942 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.043, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same EDR as their high school the year of graduation - 11.8% compared to 15.1% in EDR 8 and 16.1% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same EDR as their high school the year of graduation - 871 observed vs. 1,091 expected.


avg.unemployment.rate: The ANOVA table does indicate a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and the average unemployment rate in their high school county. It states that as unemployment decreases, the likliness of having “match” increases as well. But it is very minimal.


wages.3year.avg: No relationship.


avg.CTE.intensity: No relationship.

Dem_Desc

Test
EDR match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 676
819
12.3 %
4233
3944
15.9 %
742
888
12.4 %
5651
5651
14.9 %
No match 4839
4696
87.7 %
22321
22610
84.1 %
5239
5093
87.6 %
32399
32399
85.1 %
Total 5515
5515
100 %
26554
26554
100 %
5981
5981
100 %
38050
38050
100 %
χ2=82.562 · df=2 · Cramer’s V=0.047 · p=0.000


EDR

Test
EDR match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 2241
2064
16.1 %
871
1091
11.9 %
2539
2496
15.1 %
5651
5651
14.9 %
No match 11655
11832
83.9 %
6475
6255
88.1 %
14269
14312
84.9 %
32399
32399
85.1 %
Total 13896
13896
100 %
7346
7346
100 %
16808
16808
100 %
38050
38050
100 %
χ2=70.833 · df=2 · Cramer’s V=0.043 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by EDR match
## W = 89423697, p-value = 0.005401
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by EDR match
## W = 93496082, p-value = 0.01038
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by EDR match
## W = 90488227, p-value = 0.0554
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and if the individual has limited english proficiency. However, the Cramer’s V^2 value is only .026 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that had limited english proficiency had meaningful employment in the same EDR as their high school the year of graduation - 21.5% vs. 14.7% for individuals that did not have limited english proficiency.
  • A significantly larger number of individuals with limited english proficiency worked in the same EDR as their high school than expected - 173 observed vs. 119 expected.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .099 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same EDR as their high school the year of graduation - 17.4% vs. 10.0% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same EDR as their high school the year of graduation - 4,332 observed vs. 3,692 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .060 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in the same EDR as their high school the year of graduation - 21.7% vs. 14.2% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 720 observed vs. 492 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .035 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in the same EDR as their high school - 20.0% vs. 14.5% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 414 observed vs. 306 expected.

LimitedEnglishProficiencyIndicator

Test
EDR match LimitedEnglishProficiencyIndicator Total
N Y
Match 5478
5532
14.7 %
173
119
21.5 %
5651
5651
14.9 %
No match 31768
31714
85.3 %
631
685
78.5 %
32399
32399
85.1 %
Total 37246
37246
100 %
804
804
100 %
38050
38050
100 %
χ2=28.324 · df=1 · Cramer’s V=0.028 · p=0.000


pseo.participant

Test
EDR match pseo.participant Total
0 1
Match 4332
3689
17.4 %
1319
1962
10 %
5651
5651
14.9 %
No match 20509
21152
82.6 %
11890
11247
90 %
32399
32399
85.1 %
Total 24841
24841
100 %
13209
13209
100 %
38050
38050
100 %
χ2=378.231 · df=1 · φ=0.100 · p=0.000


non.english.home

Test
EDR match non.english.home Total
0 1
Match 4931
5160
14.2 %
720
491
21.8 %
5651
5651
14.9 %
No match 29811
29582
85.8 %
2588
2817
78.2 %
32399
32399
85.1 %
Total 34742
34742
100 %
3308
3308
100 %
38050
38050
100 %
χ2=136.353 · df=1 · φ=0.060 · p=0.000


english.learner

Test
EDR match english.learner Total
0 1
Match 5237
5345
14.6 %
414
306
20.1 %
5651
5651
14.9 %
No match 30751
30643
85.4 %
1648
1756
79.9 %
32399
32399
85.1 %
Total 35988
35988
100 %
2062
2062
100 %
38050
38050
100 %
χ2=46.650 · df=1 · φ=0.035 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .121 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 20.9% vs 11.8% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 2,650 observed vs. 1,876 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .079 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same EDR as their high school - 16.0% vs 8.3% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same EDR as their high school - 5,152 observed vs. 4,761 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and the number of CTE courses an individual has taken. The boxplots show that individuals that had meaningful employment in the same EDR as their high school likely took more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school the year of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .082 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same EDR as their high school - 17.7% vs. 13.8% for CTE participant and 10.5% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same EDR as their high school than what was expected - 3,156 observed vs. 2,647 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school the year of graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school the year of graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school the year of graduation.


took.ACT

Test
EDR match took.ACT Total
No Yes
Match 2650
1873
21 %
3001
3778
11.8 %
5651
5651
14.9 %
No match 9963
10740
79 %
22436
21659
88.2 %
32399
32399
85.1 %
Total 12613
12613
100 %
25437
25437
100 %
38050
38050
100 %
χ2=565.143 · df=1 · φ=0.122 · p=0.000


ap.exam

Test
EDR match ap.exam Total
0 1
Match 5152
4760
16.1 %
499
891
8.3 %
5651
5651
14.9 %
No match 26898
27290
83.9 %
5501
5109
91.7 %
32399
32399
85.1 %
Total 32050
32050
100 %
6000
6000
100 %
38050
38050
100 %
χ2=239.934 · df=1 · φ=0.080 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by EDR match
## W = 108169904, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
EDR match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 3156
2648
17.7 %
1545
1662
13.8 %
950
1341
10.5 %
5651
5651
14.9 %
No match 14672
15180
82.3 %
9647
9530
86.2 %
8080
7689
89.5 %
32399
32399
85.1 %
Total 17828
17828
100 %
11192
11192
100 %
9030
9030
100 %
38050
38050
100 %
χ2=258.234 · df=2 · Cramer’s V=0.082 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by EDR match
## W = 63820024, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by EDR match
## W = 64249831, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by EDR match
## W = 42355617, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Cross tabs - Time X = grad year +2


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after they graduate and the individual’s race/ethnicy. The p-value was 0, however the Cramer’s V^2 value was 0.063, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (26.2%) had meaningful employment in their high school EDR compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in the same EDR as their high school than what was expected - 141 individuals vs. 121 expected.
  • A larger proportion of hispanic individuals (31.9%) had meaningful employment in their high school EDR compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same EDR as their high school than what was expected - 658 observed vs. 464 expected.

Race/Ethnicity

Test
EDR match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 52
70
16.7 %
172
197
19.6 %
141
121
26.2 %
658
464
31.9 %
6122
6293
21.9 %
7145
7145
22.5 %
No match 259
241
83.3 %
704
679
80.4 %
397
417
73.8 %
1405
1599
68.1 %
21875
21704
78.1 %
24640
24640
77.5 %
Total 311
311
100 %
876
876
100 %
538
538
100 %
2063
2063
100 %
27997
27997
100 %
31785
31785
100 %
χ2=125.273 · df=4 · Cramer’s V=0.063 · p=0.000


High school characteristics variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.043, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in the same EDR as their high school - 23.7% compared to 19.6% in entirely rural and 20.0% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in the same EDR as their high school - 5,217observed vs. 4,954 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.062, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same EDR as their high school two years after graduation - 17.2% compared to 23.6% in EDR 8 and 24.0% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same EDR as their high school two years after graduation - 1,059 observed vs. 1,384 expected.


avg.unemployment.rate: No relationship


wages.3year.avg: No relationship.


avg.cte.intensity: No relationship

Dem_Desc

Test
EDR match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 926
1063
19.6 %
5217
4954
23.7 %
1002
1128
20 %
7145
7145
22.5 %
No match 3805
3668
80.4 %
16820
17083
76.3 %
4015
3889
80 %
24640
24640
77.5 %
Total 4731
4731
100 %
22037
22037
100 %
5017
5017
100 %
31785
31785
100 %
χ2=59.073 · df=2 · Cramer’s V=0.043 · p=0.000


EDR

Test
EDR match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 2794
2620
24 %
1059
1384
17.2 %
3292
3140
23.6 %
7145
7145
22.5 %
No match 8863
9037
76 %
5100
4775
82.8 %
10677
10829
76.4 %
24640
24640
77.5 %
Total 11657
11657
100 %
6159
6159
100 %
13969
13969
100 %
31785
31785
100 %
χ2=123.026 · df=2 · Cramer’s V=0.062 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by EDR match
## W = 86431734, p-value = 0.01953
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by EDR match
## W = 88834150, p-value = 0.2369
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by EDR match
## W = 86086660, p-value = 0.3711
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the null hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .128 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same EDR as their high school two years after graduation - 26.2% vs. 14.8% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same EDR as their high school two years after graduation - 5,608 observed vs. 4,811 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .046 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in the same EDR as their high school two years after graduation - 28.9% vs. 21.9% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 750 observed vs. 583 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .035 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in the same EDR as their high school - 28.9% vs. 22.1% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 457 observed vs. 355 expected.

LimitedEnglishProficiencyIndicator

Test
EDR match LimitedEnglishProficiencyIndicator Total
N Y
Match 6993
7016
22.4 %
152
129
26.4 %
7145
7145
22.5 %
No match 24217
24194
77.6 %
423
446
73.6 %
24640
24640
77.5 %
Total 31210
31210
100 %
575
575
100 %
31785
31785
100 %
χ2=5.029 · df=1 · Cramer’s V=0.013 · p=0.025


pseo.participant

Test
EDR match pseo.participant Total
0 1
Match 5608
4811
26.2 %
1537
2334
14.8 %
7145
7145
22.5 %
No match 15796
16593
73.8 %
8844
8047
85.2 %
24640
24640
77.5 %
Total 21404
21404
100 %
10381
10381
100 %
31785
31785
100 %
χ2=520.215 · df=1 · φ=0.128 · p=0.000


non.english.home

Test
EDR match non.english.home Total
0 1
Match 6395
6562
21.9 %
750
583
28.9 %
7145
7145
22.5 %
No match 22796
22629
78.1 %
1844
2011
71.1 %
24640
24640
77.5 %
Total 29191
29191
100 %
2594
2594
100 %
31785
31785
100 %
χ2=66.690 · df=1 · φ=0.046 · p=0.000


english.learner

Test
EDR match english.learner Total
0 1
Match 6688
6790
22.1 %
457
355
28.9 %
7145
7145
22.5 %
No match 23518
23416
77.9 %
1122
1224
71.1 %
24640
24640
77.5 %
Total 30206
30206
100 %
1579
1579
100 %
31785
31785
100 %
χ2=39.441 · df=1 · φ=0.035 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .163 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 31.7% vs 17.4% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 3,565 observed vs. 2,532 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .109 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same EDR as their high school - 24.5% vs 11.9% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same EDR as their high school - 6,548 observed vs. 6,019 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and the number of CTE courses an individual has taken. The boxplots show that individuals that had meaningful employment in the same EDR as their high school were more likely to take more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .110 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same EDR as their high school - 26.7% vs. 21.7% for CTE participant and 15.2% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same EDR as their high school than what was expected - 3,918 observed vs. 3,297 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school two years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school two years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school two years after graduation.


took.ACT

Test
EDR match took.ACT Total
No Yes
Match 3565
2532
31.7 %
3580
4613
17.4 %
7145
7145
22.5 %
No match 7697
8730
68.3 %
16943
15910
82.6 %
24640
24640
77.5 %
Total 11262
11262
100 %
20523
20523
100 %
31785
31785
100 %
χ2=841.941 · df=1 · φ=0.163 · p=0.000


ap.exam

Test
EDR match ap.exam Total
0 1
Match 6548
6019
24.5 %
597
1126
11.9 %
7145
7145
22.5 %
No match 20228
20757
75.5 %
4412
3883
88.1 %
24640
24640
77.5 %
Total 26776
26776
100 %
5009
5009
100 %
31785
31785
100 %
χ2=379.827 · df=1 · φ=0.109 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by EDR match
## W = 105271371, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
EDR match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 3918
3297
26.7 %
2090
2166
21.7 %
1137
1682
15.2 %
7145
7145
22.5 %
No match 10750
11371
73.3 %
7544
7468
78.3 %
6346
5801
84.8 %
24640
24640
77.5 %
Total 14668
14668
100 %
9634
9634
100 %
7483
7483
100 %
31785
31785
100 %
χ2=382.042 · df=2 · Cramer’s V=0.110 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by EDR match
## W = 59944686, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by EDR match
## W = 60018294, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by EDR match
## W = 36836688, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post-secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .113 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same EDR as their high school - 28.5% vs 17.4% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same EDR as their high school - 4,156 observed vs. 3,276 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .088 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in the same EDR as their high school - 29.4% vs 20.5% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in the same EDR as their high school - 2,064 observed vs. 1,578 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .253 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in the same EDR as their high school two years after graduation - 33.9%.
  • This same group of individuals had more people with meaningful employment in the same EDR as their high school than expected - 1,914 vs. 1,270 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in the same EDR as their high school two years after graduating - 29.4%.
  • These same individuals a significantly higher number have meaningful employment in the same EDR as their high school than expected - 2,064 observed vs. 1,578 expected.
  • A significantly larger proportion of individuals that attend post secondary but never graduated had meaningful employment in the same EDR as their high school two years after graduating - 27.6%.
  • These same individuals had a significantly higher number of people have meaningful employment in the same EDR as their high school seven years after graduating - 2,104 observed vs. 1,713 expected.
  • A significantly lower proportion of individuals that graduated from a public, 4 year college had meaningful employment in the same EDR as their high school two years after graduation - 8.7%.
  • These same individuals had a significantly lower number of people that had meaningful employment in the same EDR as their high school - 619 observed vs. 1,603 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school two years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .238 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in the same EDR as their high school - 27.6% of individuals with Associate degree and 29.2% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in the same EDR as their high school than expected - 1,080 observed vs. 880 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in the same EDR as their high school than expected - 5,387 observed vs. 4,148 expected.


ps.grad

Test
EDR match ps.grad Total
0 1
Match 4156
3276
28.5 %
2989
3869
17.4 %
7145
7145
22.5 %
No match 10417
11297
71.5 %
14223
13343
82.6 %
24640
24640
77.5 %
Total 14573
14573
100 %
17212
17212
100 %
31785
31785
100 %
χ2=562.634 · df=1 · φ=0.133 · p=0.000


attended.ps

Test
EDR match attended.ps Total
No Yes
Match 2064
1578
29.4 %
5081
5567
20.5 %
7145
7145
22.5 %
No match 4955
5441
70.6 %
19685
19199
79.5 %
24640
24640
77.5 %
Total 7019
7019
100 %
24766
24766
100 %
31785
31785
100 %
χ2=247.518 · df=1 · φ=0.088 · p=0.000


ps.grad.InstitutionSector

Test
EDR match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 619
1603
8.7 %
277
369
16.9 %
16
15
24.6 %
92
546
3.8 %
59
51
26.2 %
1914
1270
33.9 %
2104
1713
27.6 %
2064
1578
29.4 %
7145
7145
22.5 %
No match 6514
5530
91.3 %
1363
1271
83.1 %
49
50
75.4 %
2339
1885
96.2 %
166
174
73.8 %
3737
4381
66.1 %
5517
5908
72.4 %
4955
5441
70.6 %
24640
24640
77.5 %
Total 7133
7133
100 %
1640
1640
100 %
65
65
100 %
2431
2431
100 %
225
225
100 %
5651
5651
100 %
7621
7621
100 %
7019
7019
100 %
31785
31785
100 %
χ2=2027.659 · df=7 · Cramer’s V=0.253 · p=0.000


highest.cred.level

Test
EDR match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 1080
880
27.6 %
674
2094
7.2 %
5387
4148
29.2 %
4
22
4 %
7145
7145
22.5 %
No match 2834
3034
72.4 %
8643
7223
92.8 %
13067
14306
70.8 %
96
78
96 %
24640
24640
77.5 %
Total 3914
3914
100 %
9317
9317
100 %
18454
18454
100 %
100
100
100 %
31785
31785
100 %
χ2=1798.088 · df=3 · Cramer’s V=0.238 · p=0.000


Cross tabs - Time X = grad year +7


Demographic variables

Race/Ethnicity: The crosstabs indicate there is no relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after they graduate and the individual’s race/ethnicity.

Race/Ethnicity

Test
EDR match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 33
37
24.6 %
100
112
24.8 %
34
48
19.8 %
234
228
28.3 %
4169
4146
27.8 %
4570
4570
27.6 %
No match 101
97
75.4 %
304
292
75.2 %
138
124
80.2 %
592
598
71.7 %
10840
10863
72.2 %
11975
11975
72.4 %
Total 134
134
100 %
404
404
100 %
172
172
100 %
826
826
100 %
15009
15009
100 %
16545
16545
100 %
χ2=7.959 · df=4 · Cramer’s V=0.022 · p=0.093


High school characteristics variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.049, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from urban/town/rural mix high schools had a significantly lower proportion of individuals that had meaningful employment in the same EDR as their high school - 22.6% compared to 29.0% in entirely rural and 28.5% in town/rural mix.
  • Individuals from urban/town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in the same EDR as their high school - 582 observed vs. 713 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value however is only 0.075, indicating the associations are weak. Highlights in the table include;

  • EDR 6W had the lowest proportion of individuals that had meaningful employment in the same EDR as their high school seven years after graduation - 21.7% compared to 30.7% in EDR 8 and 27.2% in EDR 6E.
  • EDR 6W had a significantly lower number of individuals that had meaningful employment in the same EDR as their high school seven years after graduation - 717 observed vs. 913 expected.


avg.unemployment.rate: The p-value does indicate a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and the average unemployment rate in their high school county. The boxplots show that individuals who had meaningful employment in the same EDR as their high school seven years after graduation more likely graduated from counties with a lower unemployment rate.


wages.3year.avg: The p-value indicates we can not reject the NULL hypothesis.


avg.cte.intensity: The p-value indicates we can not reject the NULL hypothesis.


Dem_Desc

Test
EDR match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 761
726
29 %
3227
3131
28.5 %
582
713
22.6 %
4570
4570
27.6 %
No match 1867
1902
71 %
8110
8206
71.5 %
1998
1867
77.4 %
11975
11975
72.4 %
Total 2628
2628
100 %
11337
11337
100 %
2580
2580
100 %
16545
16545
100 %
χ2=39.460 · df=2 · Cramer’s V=0.049 · p=0.000


EDR

Test
EDR match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 1647
1675
27.2 %
717
913
21.7 %
2206
1982
30.7 %
4570
4570
27.6 %
No match 4416
4388
72.8 %
2589
2393
78.3 %
4970
5194
69.3 %
11975
11975
72.4 %
Total 6063
6063
100 %
3306
3306
100 %
7176
7176
100 %
16545
16545
100 %
χ2=93.793 · df=2 · Cramer’s V=0.075 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by EDR match
## W = 26101141, p-value = 4.34e-06
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by EDR match
## W = 26791932, p-value = 0.03764
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by EDR match
## W = 26636838, p-value = 0.9731
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the null hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .070 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in the same EDR as their high school seven years after graduation - 29.4% vs. 22% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in the same EDR as their high school seven years after graduation - 3,706 observed vs. 3,487 expected.


non.english.home: The p-value indicates that we can not reject the NULL hypothesis.


english.learner: The p-value indicates that we can not reject the NULL hypothesis.

LimitedEnglishProficiencyIndicator

Test
EDR match LimitedEnglishProficiencyIndicator Total
N Y
Match 4509
4507
27.6 %
61
63
26.6 %
4570
4570
27.6 %
No match 11807
11809
72.4 %
168
166
73.4 %
11975
11975
72.4 %
Total 16316
16316
100 %
229
229
100 %
16545
16545
100 %
χ2=0.068 · df=1 · Cramer’s V=0.003 · p=0.794


pseo.participant

Test
EDR match pseo.participant Total
0 1
Match 3706
3487
29.4 %
864
1083
22 %
4570
4570
27.6 %
No match 8919
9138
70.6 %
3056
2837
78 %
11975
11975
72.4 %
Total 12625
12625
100 %
3920
3920
100 %
16545
16545
100 %
χ2=79.666 · df=1 · φ=0.070 · p=0.000


non.english.home

Test
EDR match non.english.home Total
0 1
Match 4279
4262
27.7 %
291
308
26.1 %
4570
4570
27.6 %
No match 11151
11168
72.3 %
824
807
73.9 %
11975
11975
72.4 %
Total 15430
15430
100 %
1115
1115
100 %
16545
16545
100 %
χ2=1.307 · df=1 · φ=0.009 · p=0.253


english.learner

Test
EDR match english.learner Total
0 1
Match 4422
4421
27.6 %
148
149
27.5 %
4570
4570
27.6 %
No match 11584
11585
72.4 %
391
390
72.5 %
11975
11975
72.4 %
Total 16006
16006
100 %
539
539
100 %
16545
16545
100 %
χ2=0.001 · df=1 · φ=0.001 · p=0.970


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .108 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 33.6% vs 23.7% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in the same EDR as their high school - 2,189 observed vs. 1,800 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .094 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in the same EDR as their high school - 29.5% vs 18.0% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in the same EDR as their high school - 4,097 observed vs. 3,842 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and the number of CTE courses an individual has taken. The boxplot shows that individuals that have maningful employment in the same EDR as their high school seven years after graduation likely took more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .113 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in the same EDR as their high school - 31.9% vs. 25.8% for CTE participant and 19.2% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in the same EDR as their high school than what was expected - 2,785 observed vs. 2411 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school seven years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school seven years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in the same EDR as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in the same EDR as their high school seven years after graduation.


took.ACT

Test
EDR match took.ACT Total
No Yes
Match 2189
1800
33.6 %
2381
2770
23.7 %
4570
4570
27.6 %
No match 4328
4717
66.4 %
7647
7258
76.3 %
11975
11975
72.4 %
Total 6517
6517
100 %
10028
10028
100 %
16545
16545
100 %
χ2=191.029 · df=1 · φ=0.108 · p=0.000


ap.exam

Test
EDR match ap.exam Total
0 1
Match 4097
3842
29.5 %
473
728
18 %
4570
4570
27.6 %
No match 9814
10069
70.5 %
2161
1906
82 %
11975
11975
72.4 %
Total 13911
13911
100 %
2634
2634
100 %
16545
16545
100 %
χ2=145.776 · df=1 · φ=0.094 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by EDR match
## W = 32072182, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
EDR match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 2785
2411
31.9 %
1114
1191
25.8 %
671
967
19.2 %
4570
4570
27.6 %
No match 5945
6319
68.1 %
3199
3122
74.2 %
2831
2535
80.8 %
11975
11975
72.4 %
Total 8730
8730
100 %
4313
4313
100 %
3502
3502
100 %
16545
16545
100 %
χ2=212.325 · df=2 · Cramer’s V=0.113 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by EDR match
## W = 19933056, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by EDR match
## W = 19659744, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by EDR match
## W = 7134084, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post-secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .043 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same EDR as their high school - 29.8% vs 25.9% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in the same EDR as their high school - 2,149 observed vs. 1,992 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .026 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in the same EDR as their high school - 29.8% vs 27% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in the same EDR as their high school - 1,056 observed vs. 978 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .178 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in the same EDR as their high school seven years after graduation - 39.5%.
  • This same group of individuals had more people with meaningful employment in the same EDR as their high school than expected - 1,159 vs. 810 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in the same EDR as their high school seven years after graduating - 29.8%.
  • These same individuals a significantly higher number have meaningful employment in the same EDR as their high school than expected - 1,056 observed vs. 978 expected.
  • A significantly larger proportion of individuals that attend post secondary but never graduated had meaningful employment in the same EDR as their high school seven years after graduating - 29.9%.
  • These same individuals had a significantly higher number of people have meaningful employment in the same EDR as their high school seven years after graduating - 1,113 observed vs. 1,029 expected.
  • A significantly lower proportion of individuals that graduated from a 2 - Private not-for-profit, 4-year or above had meaningful employment in the same EDR as their high school seven years after graduation - 11.4%.
  • These same individuals had a significantly lower number of people that had meaningful employment in the same EDR as their high school - 158 observed vs. 381 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in the same EDR as their high school seven years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .157 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in the same EDR as their high school - 34.7% of individuals with Associate degree and 31.7% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in the same EDR as their high school than expected - 703 observed vs. 559 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in the same EDR as their high school than expected - 2,970 observed vs. 2,585 expected.


ps.grad

Test
EDR match ps.grad Total
0 1
Match 2149
1992
29.8 %
2421
2578
25.9 %
4570
4570
27.6 %
No match 5064
5221
70.2 %
6911
6754
74.1 %
11975
11975
72.4 %
Total 7213
7213
100 %
9332
9332
100 %
16545
16545
100 %
χ2=29.978 · df=1 · φ=0.043 · p=0.000


attended.ps

Test
EDR match attended.ps Total
No Yes
Match 1056
978
29.8 %
3514
3592
27 %
4570
4570
27.6 %
No match 2486
2564
70.2 %
9489
9411
73 %
11975
11975
72.4 %
Total 3542
3542
100 %
13003
13003
100 %
16545
16545
100 %
χ2=10.693 · df=1 · φ=0.026 · p=0.001


ps.grad.InstitutionSector

Test
EDR match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 750
1044
19.8 %
278
273
28.1 %
12
13
25.5 %
158
381
11.4 %
44
41
29.3 %
1159
810
39.5 %
1113
1029
29.9 %
1056
978
29.8 %
4570
4570
27.6 %
No match 3030
2736
80.2 %
711
716
71.9 %
35
34
74.5 %
1222
999
88.6 %
106
109
70.7 %
1772
2121
60.5 %
2613
2697
70.1 %
2486
2564
70.2 %
11975
11975
72.4 %
Total 3780
3780
100 %
989
989
100 %
47
47
100 %
1380
1380
100 %
150
150
100 %
2931
2931
100 %
3726
3726
100 %
3542
3542
100 %
16545
16545
100 %
χ2=521.728 · df=7 · Cramer’s V=0.178 · p=0.000


highest.cred.level

Test
EDR match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 703
559
34.7 %
893
1406
17.5 %
2970
2585
31.7 %
4
20
5.6 %
4570
4570
27.6 %
No match 1322
1466
65.3 %
4198
3685
82.5 %
6388
6773
68.3 %
67
51
94.4 %
11975
11975
72.4 %
Total 2025
2025
100 %
5091
5091
100 %
9358
9358
100 %
71
71
100 %
16545
16545
100 %
χ2=406.233 · df=3 · Cramer’s V=0.157 · p=0.000


Location match - region


Summary chart

The chart below provides the percentage of individuals in the dataset that had meaningful employment in one of the three research EDRs the year of their graduation, graduation year +2, and graduation year +7. The percentage of individuals does increase with each subsequent time X - 16.2% the year of gradation, 25.4% two years after graduation, and 32.1% seven years after graduation.



Cross tabs - Time X = grad year


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in one of the three EDRs the year they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.063, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (19.8%) had meaningful employment in one of the three EDRs compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in one of the three EDRs than what was expected - 148 individuals vs. 121 expected.
  • A larger proportion of hispanic individuals (24.1%) had meaningful employment in one of the three EDRs compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in one of the three EDRs than what was expected - 665 observed vs. 445 expected.

Race/Ethnicity

Test
Region match RaceEthnicity Total
AI Asian/PI Black Hispanic Unknown White
Match 69
64
17.3 %
173
173
16.2 %
148
121
19.8 %
665
444
24.2 %
3
6
7.5 %
5105
5354
15.4 %
6163
6163
16.2 %
No match 329
334
82.7 %
893
893
83.8 %
599
626
80.2 %
2078
2299
75.8 %
37
34
92.5 %
27951
27702
84.6 %
31887
31887
83.8 %
Total 398
398
100 %
1066
1066
100 %
747
747
100 %
2743
2743
100 %
40
40
100 %
33056
33056
100 %
38050
38050
100 %
χ2=154.474 · df=5 · Cramer’s V=0.064 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.058, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in one of the three EDRs - 17.6% compared to 13.1% in entirely rural and 12.7% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in one of the three EDRs - 4,674 observed vs. 4,300 expected.


EDR: The p-value indicates that we can not reject the null hypothesis.


avg.unemployment.rate: The p-value does indicate a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and the average unemployment rate in their high school county. The boxplot shows that individuals with meaningful employment in one of the three EDRs likely graduated in a county with slightly lower unemployment. But it is minimal.


avg.wages.pct.state: No relationship.


avg.cte.intensity: No relationship.


Dem_Desc

Test
Region match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 726
893
13.2 %
4675
4301
17.6 %
762
969
12.7 %
6163
6163
16.2 %
No match 4789
4622
86.8 %
21879
22253
82.4 %
5219
5012
87.3 %
31887
31887
83.8 %
Total 5515
5515
100 %
26554
26554
100 %
5981
5981
100 %
38050
38050
100 %
χ2=128.840 · df=2 · Cramer’s V=0.058 · p=0.000


EDR

Test
Region match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 2354
2251
16.9 %
1160
1190
15.8 %
2649
2722
15.8 %
6163
6163
16.2 %
No match 11542
11645
83.1 %
6186
6156
84.2 %
14159
14086
84.2 %
31887
31887
83.8 %
Total 13896
13896
100 %
7346
7346
100 %
16808
16808
100 %
38050
38050
100 %
χ2=8.907 · df=2 · Cramer’s V=0.015 · p=0.012


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by Region match
## W = 96172294, p-value = 0.00818
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by Region match
## W = 1e+08, p-value = 0.02715
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by Region match
## W = 95695350, p-value = 0.6134
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and if the individual has limited english proficiency. However, the Cramer’s V^2 value is only .024 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that had limited english proficiency had meaningful employment in one of the three EDRs the year of graduation - 22.2% vs. 16.0% for individuals that did not have limited english proficiency.
  • A significantly larger number of individuals with limited english proficiency worked in one of the three EDRs than expected - 179 observed vs. 130 expected.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .107 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in one of the three EDRs the year of graduation - 19.0% vs. 10.7% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in one of the three EDRs the year of graduation - 4,743 observed vs. 4,027 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .056 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in one of the three EDRs the year of graduation - 22.8% vs. 15.5% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 756 observed vs. 536 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .032 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in one of the three EDRs - 21.1% vs. 15.9% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 437 observed vs. 334 expected.


LimitedEnglishProficiencyIndicator

Test
Region match LimitedEnglishProficiencyIndicator Total
N Y
Match 5984
6033
16.1 %
179
130
22.3 %
6163
6163
16.2 %
No match 31262
31213
83.9 %
625
674
77.7 %
31887
31887
83.8 %
Total 37246
37246
100 %
804
804
100 %
38050
38050
100 %
χ2=21.816 · df=1 · Cramer’s V=0.024 · p=0.000


pseo.participant

Test
Region match pseo.participant Total
0 1
Match 4743
4024
19.1 %
1420
2139
10.8 %
6163
6163
16.2 %
No match 20098
20817
80.9 %
11789
11070
89.2 %
31887
31887
83.8 %
Total 24841
24841
100 %
13209
13209
100 %
38050
38050
100 %
χ2=441.619 · df=1 · φ=0.108 · p=0.000


non.english.home

Test
Region match non.english.home Total
0 1
Match 5407
5627
15.6 %
756
536
22.9 %
6163
6163
16.2 %
No match 29335
29115
84.4 %
2552
2772
77.1 %
31887
31887
83.8 %
Total 34742
34742
100 %
3308
3308
100 %
38050
38050
100 %
χ2=117.733 · df=1 · φ=0.056 · p=0.000


english.learner

Test
Region match english.learner Total
0 1
Match 5726
5829
15.9 %
437
334
21.2 %
6163
6163
16.2 %
No match 30262
30159
84.1 %
1625
1728
78.8 %
31887
31887
83.8 %
Total 35988
35988
100 %
2062
2062
100 %
38050
38050
100 %
χ2=39.700 · df=1 · φ=0.032 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .132 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 23.0% vs 12.7% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 2,917 observed vs. 2,046 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .087 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in one of the three EDRs - 17.5% vs 8.8% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in one of the three EDRs - 5,637 observed vs. 5,192 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and the number of CTE courses an individual has taken. The boxplot shows that individuals that had meaningful employment in one of the three EDRs the year of graduation were more likely to have taken more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs the year of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .085 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in one of the three EDRs - 19.2% vs. 15.0% for CTE participant and 11.6% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in one of the three EDRs than what was expected - 3,432 observed vs. 2,887 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs the year of graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs the year of graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs the year of graduation.


took.ACT

Test
Region match took.ACT Total
No Yes
Match 2917
2043
23.1 %
3246
4120
12.8 %
6163
6163
16.2 %
No match 9696
10570
76.9 %
22191
21317
87.2 %
31887
31887
83.8 %
Total 12613
12613
100 %
25437
25437
100 %
38050
38050
100 %
χ2=666.742 · df=1 · φ=0.132 · p=0.000


ap.exam

Test
Region match ap.exam Total
0 1
Match 5637
5191
17.6 %
526
972
8.8 %
6163
6163
16.2 %
No match 26413
26859
82.4 %
5474
5028
91.2 %
31887
31887
83.8 %
Total 32050
32050
100 %
6000
6000
100 %
38050
38050
100 %
χ2=289.092 · df=1 · φ=0.087 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by Region match
## W = 116045681, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
Region match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 3432
2888
19.3 %
1682
1813
15 %
1049
1463
11.6 %
6163
6163
16.2 %
No match 14396
14940
80.7 %
9510
9379
85 %
7981
7567
88.4 %
31887
31887
83.8 %
Total 17828
17828
100 %
11192
11192
100 %
9030
9030
100 %
38050
38050
100 %
χ2=273.286 · df=2 · Cramer’s V=0.085 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by Region match
## W = 67441001, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by Region match
## W = 68091568, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by Region match
## W = 45010757, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Cross tabs - Time X = grad year +2


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in one of the three EDRs two years after they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.058, indicating a weak association. Highlights in the table include;

  • A larger proportion of hispanic individuals (34.4%) had meaningful employment in their high school EDR compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same EDR as their high school than what was expected - 710 observed vs. 524 expected.

Race/Ethnicity

Test
Region match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 71
79
22.8 %
181
222
20.7 %
152
137
28.3 %
710
524
34.4 %
6953
7106
24.8 %
8067
8067
25.4 %
No match 240
232
77.2 %
695
654
79.3 %
386
401
71.7 %
1353
1539
65.6 %
21044
20891
75.2 %
23718
23718
74.6 %
Total 311
311
100 %
876
876
100 %
538
538
100 %
2063
2063
100 %
27997
27997
100 %
31785
31785
100 %
χ2=107.042 · df=4 · Cramer’s V=0.058 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.063, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in one of the three EDRs - 27.2% compared to 21.8% in entirely rural and 20.8% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in one of the three EDRs - 5,996 observed vs. 5,593 expected.


EDR: The p-value indicates that we can not reject the null hypothesis.


avg.unemployment.rate: There is no relationship


avg.wages.pct.state: There is no relationship.


avg.cte.intensity: There is no relationship

Dem_Desc

Test
Region match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 1029
1201
21.8 %
5996
5593
27.2 %
1042
1273
20.8 %
8067
8067
25.4 %
No match 3702
3530
78.2 %
16041
16444
72.8 %
3975
3744
79.2 %
23718
23718
74.6 %
Total 4731
4731
100 %
22037
22037
100 %
5017
5017
100 %
31785
31785
100 %
χ2=128.144 · df=2 · Cramer’s V=0.063 · p=0.000


EDR

Test
Region match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 2980
2959
25.6 %
1578
1563
25.6 %
3509
3545
25.1 %
8067
8067
25.4 %
No match 8677
8698
74.4 %
4581
4596
74.4 %
10460
10424
74.9 %
23718
23718
74.6 %
Total 11657
11657
100 %
6159
6159
100 %
13969
13969
100 %
31785
31785
100 %
χ2=0.896 · df=2 · Cramer’s V=0.005 · p=0.639


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by Region match
## W = 95310072, p-value = 0.6165
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by Region match
## W = 95103040, p-value = 0.4286
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by Region match
## W = 92631814, p-value = 0.9881
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the NULL hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .135 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in one of the three EDRs two years after graduation - 29.5% vs. 16.9% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in one of the three EDRs two years after graduation - 6,311 observed vs. 5,532 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .037 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in one of the three EDRs two years after graduation - 30.8% vs. 24.9% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 798 observed vs. 658 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .030 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in one of the three EDRs - 31.0% vs. 25.1% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 490 observed vs. 401 expected.

LimitedEnglishProficiencyIndicator

Test
Region match LimitedEnglishProficiencyIndicator Total
N Y
Match 7909
7921
25.3 %
158
146
27.5 %
8067
8067
25.4 %
No match 23301
23289
74.7 %
417
429
72.5 %
23718
23718
74.6 %
Total 31210
31210
100 %
575
575
100 %
31785
31785
100 %
χ2=1.251 · df=1 · Cramer’s V=0.007 · p=0.263


pseo.participant

Test
Region match pseo.participant Total
0 1
Match 6311
5432
29.5 %
1756
2635
16.9 %
8067
8067
25.4 %
No match 15093
15972
70.5 %
8625
7746
83.1 %
23718
23718
74.6 %
Total 21404
21404
100 %
10381
10381
100 %
31785
31785
100 %
χ2=582.527 · df=1 · φ=0.135 · p=0.000


non.english.home

Test
Region match non.english.home Total
0 1
Match 7269
7409
24.9 %
798
658
30.8 %
8067
8067
25.4 %
No match 21922
21782
75.1 %
1796
1936
69.2 %
23718
23718
74.6 %
Total 29191
29191
100 %
2594
2594
100 %
31785
31785
100 %
χ2=42.914 · df=1 · φ=0.037 · p=0.000


english.learner

Test
Region match english.learner Total
0 1
Match 7577
7666
25.1 %
490
401
31 %
8067
8067
25.4 %
No match 22629
22540
74.9 %
1089
1178
69 %
23718
23718
74.6 %
Total 30206
30206
100 %
1579
1579
100 %
31785
31785
100 %
χ2=27.717 · df=1 · φ=0.030 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .177 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 35.8% vs 19.7% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 4,029 observed vs. 2,858 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .121 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in one of the three EDRs - 27.7% vs 13.2% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in one of the three EDRs - 7407 observed vs. 6,796 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and the number of CTE courses an individual has taken. The boxplot shows that individuals with meaningful employment in one of the three EDRs two years after graduation more likely took more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .119 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in one of the three EDRs - 30.1% vs. 24.5% for CTE participant and 14.2% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in one of the three EDRs than what was expected - 4,421 observed vs. 3,723 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs two years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs two years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs two years after graduation.


took.ACT

Test
Region match took.ACT Total
No Yes
Match 4029
2858
35.8 %
4038
5209
19.7 %
8067
8067
25.4 %
No match 7233
8404
64.2 %
16485
15314
80.3 %
23718
23718
74.6 %
Total 11262
11262
100 %
20523
20523
100 %
31785
31785
100 %
χ2=994.380 · df=1 · φ=0.177 · p=0.000


ap.exam

Test
Region match ap.exam Total
0 1
Match 7407
6796
27.7 %
660
1271
13.2 %
8067
8067
25.4 %
No match 19369
19980
72.3 %
4349
3738
86.8 %
23718
23718
74.6 %
Total 26776
26776
100 %
5009
5009
100 %
31785
31785
100 %
χ2=466.818 · df=1 · φ=0.121 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by Region match
## W = 114872982, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
Region match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 4421
3723
30.1 %
2362
2445
24.5 %
1284
1899
17.2 %
8067
8067
25.4 %
No match 10247
10945
69.9 %
7272
7189
75.5 %
6199
5584
82.8 %
23718
23718
74.6 %
Total 14668
14668
100 %
9634
9634
100 %
7483
7483
100 %
31785
31785
100 %
χ2=446.352 · df=2 · Cramer’s V=0.119 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by Region match
## W = 64071056, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by Region match
## W = 64079482, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by Region match
## W = 39476814, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .143 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in one of the three EDRs - 32.1% vs 19.7% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in one of the three EDRs - 4,683 observed vs. 3,699 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .096 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in one of the three EDRs - 33.2% vs 23.2% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in one of the three EDRs - 2,333 observed vs. 1,781 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .277 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in one of the three EDRs two years after graduation - 38.8%.
  • This same group of individuals had more people with meaningful employment in one of the three EDRs than expected - 2,192 vs. 1,434 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in one of the three EDRs two years after graduating - 33.2%.
  • These same individuals a significantly higher number have meaningful employment in one of the three EDRs than expected - 2,333 observed vs. 1,781 expected.
  • A significantly lower proportion of individuals that graduated from a public, 4 year college had meaningful employment in one of the three EDRs two years after graduation - 9.8%.
  • These same individuals had a significantly lower number of people that had meaningful employment in one of the three EDRs - 700 observed vs. 1,810 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs two years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .259 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in one of the three EDRs - 31.1% of individuals with Associate degree and 33.0% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in one of the three EDRs than expected - 1,218 observed vs. 993 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in one of the three EDRs than expected - 6,090 observed vs. 4,684 expected.


ps.grad

Test
Region match ps.grad Total
0 1
Match 4683
3699
32.1 %
3384
4368
19.7 %
8067
8067
25.4 %
No match 9890
10874
67.9 %
13828
12844
80.3 %
23718
23718
74.6 %
Total 14573
14573
100 %
17212
17212
100 %
31785
31785
100 %
χ2=647.720 · df=1 · φ=0.143 · p=0.000


attended.ps

Test
Region match attended.ps Total
No Yes
Match 2333
1781
33.2 %
5734
6286
23.2 %
8067
8067
25.4 %
No match 4686
5238
66.8 %
19032
18480
76.8 %
23718
23718
74.6 %
Total 7019
7019
100 %
24766
24766
100 %
31785
31785
100 %
χ2=293.213 · df=1 · φ=0.096 · p=0.000


ps.grad.InstitutionSector

Test
Region match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 700
1810
9.8 %
306
416
18.7 %
17
16
26.2 %
94
617
3.9 %
62
57
27.6 %
2192
1434
38.8 %
2363
1934
31 %
2333
1781
33.2 %
8067
8067
25.4 %
No match 6433
5323
90.2 %
1334
1224
81.3 %
48
49
73.8 %
2337
1814
96.1 %
163
168
72.4 %
3459
4217
61.2 %
5258
5687
69 %
4686
5238
66.8 %
23718
23718
74.6 %
Total 7133
7133
100 %
1640
1640
100 %
65
65
100 %
2431
2431
100 %
225
225
100 %
5651
5651
100 %
7621
7621
100 %
7019
7019
100 %
31785
31785
100 %
χ2=2439.261 · df=7 · Cramer’s V=0.277 · p=0.000


highest.cred.level

Test
Region match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 1218
993
31.1 %
754
2365
8.1 %
6090
4684
33 %
5
25
5 %
8067
8067
25.4 %
No match 2696
2921
68.9 %
8563
6952
91.9 %
12364
13770
67 %
95
75
95 %
23718
23718
74.6 %
Total 3914
3914
100 %
9317
9317
100 %
18454
18454
100 %
100
100
100 %
31785
31785
100 %
χ2=2126.158 · df=3 · Cramer’s V=0.259 · p=0.000


Cross tabs - Time X = grad year +7


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.031, indicating a weak association. Highlights in the table include;

  • A smaller proportion of black individuals (22.7%) had meaningful employment in their high school region compared to all other races/ethnicities.
  • A smaller observed number of black individuals had meaningful employment in the same EDR as their high school than what was expected - 39 observed vs. 55 expected.

Race/Ethnicity

Test
Region match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 44
43
32.8 %
104
130
25.7 %
39
55
22.7 %
259
265
31.4 %
4865
4818
32.4 %
5311
5311
32.1 %
No match 90
91
67.2 %
300
274
74.3 %
133
117
77.3 %
567
561
68.6 %
10144
10191
67.6 %
11234
11234
67.9 %
Total 134
134
100 %
404
404
100 %
172
172
100 %
826
826
100 %
15009
15009
100 %
16545
16545
100 %
χ2=15.424 · df=4 · Cramer’s V=0.031 · p=0.004


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.080, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from urban/town/rural mix high schools had a significantly lower proportion of individuals that had meaningful employment in one of the three EDRs - 23.4% compared to 33.2% in entirely rural and 33.8% in town/rural mix.
  • Individuals from urban/town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in one of the three EDRs - 605 observed vs. 828 expected.


EDR: The p-value indicates we can reject the null hypothesis and accept taht the high school EDR is related to whether an individual has meaningful employment in one of the three EDRs seven years after graduating. Highlights include;

  • EDR 6E has a significantly lower proportion of individuals with meaningful employment in one of the three EDRs compared to the other EDRs - 29.7% vs. 33.4% in EDR 6W, and 33.6% in EDR 8. It also had a lower number of observed than expected - 1,799 observed vs. 1,946 expected.


avg.unemployment.rate: No relationship


avg.wages.pct.state: The p-value does indicate a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and the average wages in their high school county as a percent of the state average wages. The boxplot shows that individuals with meaningful employment in one of the three EDRs seven years after graduation were more likely graduated from counties with a lower percentage.


avg.cte.intensity: There is no relationship.

Dem_Desc

Test
Region match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 873
844
33.2 %
3833
3639
33.8 %
605
828
23.4 %
5311
5311
32.1 %
No match 1755
1784
66.8 %
7504
7698
66.2 %
1975
1752
76.6 %
11234
11234
67.9 %
Total 2628
2628
100 %
11337
11337
100 %
2580
2580
100 %
16545
16545
100 %
χ2=105.289 · df=2 · Cramer’s V=0.080 · p=0.000


EDR

Test
Region match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 1799
1946
29.7 %
1103
1061
33.4 %
2409
2304
33.6 %
5311
5311
32.1 %
No match 4264
4117
70.3 %
2203
2245
66.6 %
4767
4872
66.4 %
11234
11234
67.9 %
Total 6063
6063
100 %
3306
3306
100 %
7176
7176
100 %
16545
16545
100 %
χ2=25.940 · df=2 · Cramer’s V=0.040 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by Region match
## W = 29138835, p-value = 0.01565
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by Region match
## W = 28923574, p-value = 0.001539
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by Region match
## W = 28986385, p-value = 0.9728
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can not reject the NULL hypothesis.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .067 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in one of the three EDRs seven years after graduation - 33.8% vs. 26.5% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in one of the three EDRs seven years after graduation - 4,272 observed vs. 4,053 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .021 indicating a weak relationship. Highlights from the table include;

  • A significantly smaller proportion of individuals where english wasn’t the primary language at home had meaningful employment in one of the three EDRs the year of graduation - 28.4% vs. 32.4% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 317 observed vs. 358 expected.


english.learner: The p-value indicates that we can not reject the NULL hypothesis.


LimitedEnglishProficiencyIndicator

Test
Region match LimitedEnglishProficiencyIndicator Total
N Y
Match 5247
5237
32.2 %
64
74
27.9 %
5311
5311
32.1 %
No match 11069
11079
67.8 %
165
155
72.1 %
11234
11234
67.9 %
Total 16316
16316
100 %
229
229
100 %
16545
16545
100 %
χ2=1.649 · df=1 · Cramer’s V=0.011 · p=0.199


pseo.participant

Test
Region match pseo.participant Total
0 1
Match 4272
4053
33.8 %
1039
1258
26.5 %
5311
5311
32.1 %
No match 8353
8572
66.2 %
2881
2662
73.5 %
11234
11234
67.9 %
Total 12625
12625
100 %
3920
3920
100 %
16545
16545
100 %
χ2=73.451 · df=1 · φ=0.067 · p=0.000


non.english.home

Test
Region match non.english.home Total
0 1
Match 4994
4953
32.4 %
317
358
28.4 %
5311
5311
32.1 %
No match 10436
10477
67.6 %
798
757
71.6 %
11234
11234
67.9 %
Total 15430
15430
100 %
1115
1115
100 %
16545
16545
100 %
χ2=7.208 · df=1 · φ=0.021 · p=0.007


english.learner

Test
Region match english.learner Total
0 1
Match 5150
5138
32.2 %
161
173
29.9 %
5311
5311
32.1 %
No match 10856
10868
67.8 %
378
366
70.1 %
11234
11234
67.9 %
Total 16006
16006
100 %
539
539
100 %
16545
16545
100 %
χ2=1.168 · df=1 · φ=0.009 · p=0.280


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .109 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 38.4% vs 28.0% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in one of the three EDRs - 2,503 observed vs. 2,092 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .104 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in one of the three EDRs - 34.2% vs 21.0% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in one of the three EDRs - 4,758 observed vs. 4,465 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and the number of CTE courses an individual has taken. The boxplot shows that individuals with meaningful employment in one of the three EDRs seven years after graduation were likely to have taken more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .121 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in one of the three EDRs - 36.8% vs. 30.2% for CTE participant and 22.6% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in one of the three EDRs than what was expected - 3,217 observed vs. 2,802 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs as their high school and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs seven years after graduation.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs seven years after graduation.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in one of the three EDRs and their MCA math score. The boxplots show that the lower the scores, the more likely to have meaningful employment in one of the three EDRs seven years after graduation.



took.ACT

Test
Region match took.ACT Total
No Yes
Match 2503
2092
38.4 %
2808
3219
28 %
5311
5311
32.1 %
No match 4014
4425
61.6 %
7220
6809
72 %
11234
11234
67.9 %
Total 6517
6517
100 %
10028
10028
100 %
16545
16545
100 %
χ2=195.749 · df=1 · φ=0.109 · p=0.000


ap.exam

Test
Region match ap.exam Total
0 1
Match 4758
4465
34.2 %
553
846
21 %
5311
5311
32.1 %
No match 9153
9446
65.8 %
2081
1788
79 %
11234
11234
67.9 %
Total 13911
13911
100 %
2634
2634
100 %
16545
16545
100 %
χ2=176.664 · df=1 · φ=0.104 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by Region match
## W = 34980986, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
Region match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 3217
2802
36.8 %
1301
1384
30.2 %
793
1124
22.6 %
5311
5311
32.1 %
No match 5513
5928
63.2 %
3012
2929
69.8 %
2709
2378
77.4 %
11234
11234
67.9 %
Total 8730
8730
100 %
4313
4313
100 %
3502
3502
100 %
16545
16545
100 %
χ2=241.440 · df=2 · Cramer’s V=0.121 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by Region match
## W = 21545072, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by Region match
## W = 21304810, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by Region match
## W = 7656821, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .035 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in one of the three EDRs - 33.9% vs 30.7% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in one of the three EDRs - 2,448 observed vs. 2,315 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .021 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in one of the three EDRs - 33.9% vs 31.6% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in one of the three EDRs - 1,202 observed vs. 1,137 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .188 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in one of the three EDRs seven years after graduation - 45.8%.
  • This same group of individuals had more people with meaningful employment in one of the three EDRs than expected - 1,341 vs. 941 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in one of the three EDRs seven years after graduating - 33.9%.
  • These same individuals a significantly higher number have meaningful employment in one of the three EDRs than expected - 1,202 observed vs. 1,137 expected.
  • A significantly lower proportion of individuals that graduated from a private, 4 year college had meaningful employment in one of the three EDRs seven years after graduation - 13.3%.
  • These same individuals had a significantly lower number of people that had meaningful employment in one of the three EDRs - 183 observed vs. 443 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in one of the three EDRs seven years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .156 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in one of the three EDRs - 39.9% of individuals with Associate degree and 36.3% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in one of the three EDRs than expected - 808 observed vs. 650 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in one of the three EDRs than expected - 3,394 observed vs. 3004 expected.


ps.grad

Test
Region match ps.grad Total
0 1
Match 2448
2315
33.9 %
2863
2996
30.7 %
5311
5311
32.1 %
No match 4765
4898
66.1 %
6469
6336
69.3 %
11234
11234
67.9 %
Total 7213
7213
100 %
9332
9332
100 %
16545
16545
100 %
χ2=19.680 · df=1 · φ=0.035 · p=0.000


attended.ps

Test
Region match attended.ps Total
No Yes
Match 1202
1137
33.9 %
4109
4174
31.6 %
5311
5311
32.1 %
No match 2340
2405
66.1 %
8894
8829
68.4 %
11234
11234
67.9 %
Total 3542
3542
100 %
13003
13003
100 %
16545
16545
100 %
χ2=6.858 · df=1 · φ=0.021 · p=0.009


ps.grad.InstitutionSector

Test
Region match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 928
1213
24.6 %
327
317
33.1 %
14
15
29.8 %
183
443
13.3 %
48
48
32 %
1341
941
45.8 %
1268
1196
34 %
1202
1137
33.9 %
5311
5311
32.1 %
No match 2852
2567
75.4 %
662
672
66.9 %
33
32
70.2 %
1197
937
86.7 %
102
102
68 %
1590
1990
54.2 %
2458
2530
66 %
2340
2405
66.1 %
11234
11234
67.9 %
Total 3780
3780
100 %
989
989
100 %
47
47
100 %
1380
1380
100 %
150
150
100 %
2931
2931
100 %
3726
3726
100 %
3542
3542
100 %
16545
16545
100 %
χ2=586.589 · df=7 · Cramer’s V=0.188 · p=0.000


highest.cred.level

Test
Region match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 808
650
39.9 %
1102
1634
21.6 %
3394
3004
36.3 %
7
23
9.9 %
5311
5311
32.1 %
No match 1217
1375
60.1 %
3989
3457
78.4 %
5964
6354
63.7 %
64
48
90.1 %
11234
11234
67.9 %
Total 2025
2025
100 %
5091
5091
100 %
9358
9358
100 %
71
71
100 %
16545
16545
100 %
χ2=402.521 · df=3 · Cramer’s V=0.156 · p=0.000


Location match - Minnesota

Summary chart

The chart below provides the percentage of individuals in the dataset that had meaningful employment in Minnesota the year of their graduation, graduation year +2, and graduation year +7. The percentage of individuals does increase with each subsequent time X - 19.6% the year of gradation, 34.8% two years after graduation, and 56.6% seven years after graduation.



Cross tabs - Time X = grad year +0


Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in MN the year they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.062, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (24.9%) had meaningful employment in Minnesota compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in Minnesota than what was expected - 186 individuals vs. 146 expected.
  • A larger proportion of hispanic individuals (27.8%) had meaningful employment in Minnesota compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in Minnesotathan what was expected - 762 observed vs. 537 expected.

Race/Ethnicity

Test
MN match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 79
78
19.8 %
224
209
21 %
186
146
24.9 %
762
537
27.8 %
6185
6467
18.7 %
7436
7436
19.6 %
No match 319
320
80.2 %
842
857
79 %
561
601
75.1 %
1981
2206
72.2 %
26871
26589
81.3 %
30574
30574
80.4 %
Total 398
398
100 %
1066
1066
100 %
747
747
100 %
2743
2743
100 %
33056
33056
100 %
38010
38010
100 %
χ2=147.914 · df=4 · Cramer’s V=0.062 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.054, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in Minnesota - 20.9% compared to 15.3% in entirely rural and 17.5% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in Minnesota - 5,549 observed vs. 5,189 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that there may be a relationship between the EDR of an individuals high school and whether they have meaningful employment in Minnesota the year of graduation. Highlights include;

  • EDR 8 has a significantly lower proportion of individuals that have meaningful employment in Minnesota the year of graduation - 17.9% compared to 18.8% in EDR 6W and 22% in EDR 6E.
  • The observed number in EDR 8 is significantly lower - 3,008 observed vs. 3,284 expected.


avg.unemployment.rate: No relationship


avg.wages.pct.state: The p-value indicates that we can reject the NULL hypothesis and acknowledge that there may be a relationship between the average wages in the high school county as a percent of the state average wages and whether they have meaningful employment in Minnesota. The boxplot shows that there is a larger variation.


avg.cte.intensity: There is no relationship

Dem_Desc

Test
MN match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 841
1078
15.3 %
5549
5189
20.9 %
1046
1169
17.5 %
7436
7436
19.6 %
No match 4671
4434
84.7 %
20976
21336
79.1 %
4927
4804
82.5 %
30574
30574
80.4 %
Total 5512
5512
100 %
26525
26525
100 %
5973
5973
100 %
38010
38010
100 %
χ2=111.928 · df=2 · Cramer’s V=0.054 · p=0.000


EDR

Test
MN match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 3051
2716
22 %
1377
1436
18.8 %
3008
3284
17.9 %
7436
7436
19.6 %
No match 10833
11168
78 %
5961
5902
81.2 %
13780
13504
82.1 %
30574
30574
80.4 %
Total 13884
13884
100 %
7338
7338
100 %
16788
16788
100 %
38010
38010
100 %
χ2=83.179 · df=2 · Cramer’s V=0.047 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by MN match
## W = 112143313, p-value = 0.07123
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by MN match
## W = 117755802, p-value = 1.51e-06
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by MN match
## W = 111481432, p-value = 0.1357
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota the year of graduation and if the individual has limited english proficiency. However, the Cramer’s V^2 value is only .024 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that had limited english proficiency had meaningful employment in Minnesota the year of graduation - 22.2% vs. 16.0% for individuals that did not have limited english proficiency.
  • A significantly larger number of individuals with limited english proficiency worked in Minnesota than expected - 179 observed vs. 130 expected.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota the year of graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .107 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in Minnesota the year of graduation - 19.0% vs. 10.7% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in Minnesota the year of graduation - 4,743 observed vs. 4,027 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesotathe year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .056 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in Minnesota the year of graduation - 22.8% vs. 15.5% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 756 observed vs. 536 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota the year of graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .032 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in Minnesota - 21.1% vs. 15.9% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 437 observed vs. 334 expected.

LimitedEnglishProficiencyIndicator

Test
MN match LimitedEnglishProficiencyIndicator Total
N Y
Match 7217
7279
19.4 %
219
157
27.3 %
7436
7436
19.6 %
No match 29992
29930
80.6 %
582
644
72.7 %
30574
30574
80.4 %
Total 37209
37209
100 %
801
801
100 %
38010
38010
100 %
χ2=30.951 · df=1 · Cramer’s V=0.029 · p=0.000


pseo.participant

Test
MN match pseo.participant Total
0 1
Match 5697
4853
23 %
1739
2583
13.2 %
7436
7436
19.6 %
No match 19108
19952
77 %
11466
10622
86.8 %
30574
30574
80.4 %
Total 24805
24805
100 %
13205
13205
100 %
38010
38010
100 %
χ2=525.091 · df=1 · φ=0.118 · p=0.000


non.english.home

Test
MN match non.english.home Total
0 1
Match 6534
6792
18.8 %
902
644
27.4 %
7436
7436
19.6 %
No match 28182
27924
81.2 %
2392
2650
72.6 %
30574
30574
80.4 %
Total 34716
34716
100 %
3294
3294
100 %
38010
38010
100 %
χ2=139.606 · df=1 · φ=0.061 · p=0.000


english.learner

Test
MN match english.learner Total
0 1
Match 6907
7033
19.2 %
529
403
25.7 %
7436
7436
19.6 %
No match 29041
28915
80.8 %
1533
1659
74.3 %
30574
30574
80.4 %
Total 35948
35948
100 %
2062
2062
100 %
38010
38010
100 %
χ2=51.002 · df=1 · φ=0.037 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesotathe year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .132 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in Minnesota - 23.0% vs 12.7% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in Minnesota - 2,917 observed vs. 2,046 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota the year of graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .087 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in Minnesota - 17.5% vs 8.8% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in Minnesota - 5,637 observed vs. 5,192 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual has meaningful employment in Minnesota and the number of CTE courses an individual has taken. The boxplot shows that individuals with meaningful employment in Minnesota more likely had taken more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota the year of graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .085 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in Minnesota - 19.2% vs. 15.0% for CTE participant and 11.6% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in Minnesota than what was expected - 3,432 observed vs. 2,887 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA math score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota the year of graduation if their MCA-Math score was lower.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA reading score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota the year of graduation if their MCA-reading score was lower.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA science score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota the year of graduation if their MCA-science score was lower.


took.ACT

Test
MN match took.ACT Total
No Yes
Match 3503
2461
27.8 %
3933
4975
15.5 %
7436
7436
19.6 %
No match 9077
10119
72.2 %
21497
20455
84.5 %
30574
30574
80.4 %
Total 12580
12580
100 %
25430
25430
100 %
38010
38010
100 %
χ2=818.924 · df=1 · φ=0.147 · p=0.000


ap.exam

Test
MN match ap.exam Total
0 1
Match 6812
6262
21.3 %
624
1174
10.4 %
7436
7436
19.6 %
No match 25198
25748
78.7 %
5376
4826
89.6 %
30574
30574
80.4 %
Total 32010
32010
100 %
6000
6000
100 %
38010
38010
100 %
χ2=379.471 · df=1 · φ=0.100 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by MN match
## W = 134458374, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
MN match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 4122
3486
23.1 %
2017
2187
18 %
1297
1763
14.4 %
7436
7436
19.6 %
No match 13697
14333
76.9 %
9163
8993
82 %
7714
7248
85.6 %
30574
30574
80.4 %
Total 17819
17819
100 %
11180
11180
100 %
9011
9011
100 %
38010
38010
100 %
χ2=313.771 · df=2 · Cramer’s V=0.091 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by MN match
## W = 78473060, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by MN match
## W = 78424684, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by MN match
## W = 52253072, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Cross tabs - Time X = grad year +2

Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in MN two years after they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.046, indicating a weak association. Highlights in the table include;

  • A larger proportion of black individuals (39.8%) had meaningful employment in their high school EDR compared to AI, Asian/PI and White individuals.
  • A larger observed number of Black individuals had meaningful employment in the same EDR as their high school than what was expected - 214 individuals vs. 187 expected.
  • A larger proportion of hispanic individuals (42.2%) had meaningful employment in their high school EDR compared to all other races/ethnicities.
  • A larger observed number of hispanic individuals had meaningful employment in the same EDR as their high school than what was expected - 871 observed vs. 717 expected.

Race/Ethnicity

Test
MN match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 88
108
28.3 %
290
305
33.1 %
214
187
39.8 %
871
717
42.2 %
9587
9733
34.2 %
11050
11050
34.8 %
No match 223
203
71.7 %
586
571
66.9 %
324
351
60.2 %
1192
1346
57.8 %
18410
18264
65.8 %
20735
20735
65.2 %
Total 311
311
100 %
876
876
100 %
538
538
100 %
2063
2063
100 %
27997
27997
100 %
31785
31785
100 %
χ2=66.684 · df=4 · Cramer’s V=0.046 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can reject the null hypothesis and acknowledge that the variables may have a relationship. The Cramer’s V^2 value is only 0.045, indicating that the relationships are weak. Highlights from the table include;

  • Individuals from town/rural mix high schools had a significantly higher proportion of individuals that had meaningful employment in Minnesota two years after graduation - 36.0% compared to 30% in entirely rural and 33.7% in urban/town/rural mix.
  • Individuals from town/rural mix high schools had a significantly lower observed number of individuals that had meaningful employment in Minnesota two years after graduation - 7,939 observed vs. 7,661 expected.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that there may be a relationship between the EDR of an individuals high school and whether they have meaningful employment in Minnesota two years after graduation. Highlights include;

  • EDR 8 has a significantly lower proportion of individuals that have meaningful employment in Minnesota two years after graduation - 32.1% compared to 34.1% in EDR 6W and 38.3% in EDR 6E.
  • The observed number in EDR 8 is significantly lower - 4,481 observed vs. 4,856 expected.


avg.unemployment.rate: The p-values indicates that we can reject the NULL hypothesis and acknowledge that there may be a relationship between the average unemployment rate of an individuals high school county and whether they have meaningful employment in Minnesota two years after graduation. The boxplot shows that individuals with meaningful employment in Minnesota two years after graduation had a higher unemployment rate in their high school county.


avg.wages.pct.state: The p-value indicates that we can reject the NULL hypothesis and acknowledge that there may be a relationship between the average wages in the high school county as a percent of the state average wages and whether they have meaningful employment in Minnesota two years after graduation. The boxplot shows that individuals with meaningful employment in Minnesota two years after graduation had higher avg wages as a percentage of the state average in their high school counties.


avg.cte.intensity: There is no relationship

Dem_Desc

Test
MN match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 1418
1645
30 %
7939
7661
36 %
1693
1744
33.7 %
11050
11050
34.8 %
No match 3313
3086
70 %
14098
14376
64 %
3324
3273
66.3 %
20735
20735
65.2 %
Total 4731
4731
100 %
22037
22037
100 %
5017
5017
100 %
31785
31785
100 %
χ2=65.659 · df=2 · Cramer’s V=0.045 · p=0.000


EDR

Test
MN match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 4467
4053
38.3 %
2102
2141
34.1 %
4481
4856
32.1 %
11050
11050
34.8 %
No match 7190
7604
61.7 %
4057
4018
65.9 %
9488
9113
67.9 %
20735
20735
65.2 %
Total 11657
11657
100 %
6159
6159
100 %
13969
13969
100 %
31785
31785
100 %
χ2=110.536 · df=2 · Cramer’s V=0.059 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by MN match
## W = 118797004, p-value = 5.389e-08
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by MN match
## W = 117448542, p-value = 0.0002099
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by MN match
## W = 110921306, p-value = 0.9323
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can NOT reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and if the individual has limited english proficiency.


pseo.participant: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether they participated in PSEO classes. However, the Cramer’s V^2 value is only .127 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that did NOT participate in PSEO classes had meaningful employment in Minnesota two years after graduation - 39.0% vs. 26.1% for individuals that did participate in PSEO.
  • A significantly larger number of individuals that did NOT participate in PSEO had meaningful employment in Minnesota two years after graduation - 8,345 observed vs. 7,441 expected.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .033 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals where english wasn’t the primary language at home had meaningful employment in Minnesota the year of graduation - 40.1% vs. 34.3% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 1,039 observed vs. 902 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .025 indicating a weak relationship. Highlights from the table include;

  • A larger proportion of individuals categorized as english learners had meaningful employment in Minnesota - 40.0% vs. 34.5% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 631 observed vs. 549 expected.

LimitedEnglishProficiencyIndicator

Test
MN match LimitedEnglishProficiencyIndicator Total
N Y
Match 10837
10850
34.7 %
213
200
37 %
11050
11050
34.8 %
No match 20373
20360
65.3 %
362
375
63 %
20735
20735
65.2 %
Total 31210
31210
100 %
575
575
100 %
31785
31785
100 %
χ2=1.240 · df=1 · Cramer’s V=0.006 · p=0.265


pseo.participant

Test
MN match pseo.participant Total
0 1
Match 8345
7441
39 %
2705
3609
26.1 %
11050
11050
34.8 %
No match 13059
13963
61 %
7676
6772
73.9 %
20735
20735
65.2 %
Total 21404
21404
100 %
10381
10381
100 %
31785
31785
100 %
χ2=514.827 · df=1 · φ=0.127 · p=0.000


non.english.home

Test
MN match non.english.home Total
0 1
Match 10011
10148
34.3 %
1039
902
40.1 %
11050
11050
34.8 %
No match 19180
19043
65.7 %
1555
1692
59.9 %
20735
20735
65.2 %
Total 29191
29191
100 %
2594
2594
100 %
31785
31785
100 %
χ2=34.588 · df=1 · φ=0.033 · p=0.000


english.learner

Test
MN match english.learner Total
0 1
Match 10419
10501
34.5 %
631
549
40 %
11050
11050
34.8 %
No match 19787
19705
65.5 %
948
1030
60 %
20735
20735
65.2 %
Total 30206
30206
100 %
1579
1579
100 %
31785
31785
100 %
χ2=19.549 · df=1 · φ=0.025 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .172 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ACT had meaningful employment in Minnesota - 45.9% vs 28.7% of individuals that did take the ACT.
  • a significantly larger number of individuals that did NOT take the ACT had meaningful employment in Minnesota - 5,164 observed vs. 3,915 expected.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .135 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT take the ap exam had meaningful employment in Minnesota - 37.5% vs 19.9% of individuals that did take the AP exam.
  • a significantly larger number of individuals that did NOT take the AP exam had meaningful employment in Minnesota - 10,054 observed vs. 9.309 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual has meaningful employment in Minnesota and the number of CTE courses an individual has taken. The boxplot shows that individuals with meaningful employment in Minnesota two years after graduationmore likely had taken more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .120 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in Minnesota - 40.0% vs. 33.9% for CTE participant and 25.6% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in Minnesota than what was expected - 5,865 observed vs. 5,099 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA math score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota two years after graduation if their MCA-Math score was lower.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA reading score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota two years after graduation if their MCA-reading score was lower.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA science score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota two years after graduation if their MCA-science score was lower.


took.ACT

Test
MN match took.ACT Total
No Yes
Match 5164
3915
45.9 %
5886
7135
28.7 %
11050
11050
34.8 %
No match 6098
7347
54.1 %
14637
13388
71.3 %
20735
20735
65.2 %
Total 11262
11262
100 %
20523
20523
100 %
31785
31785
100 %
χ2=944.869 · df=1 · φ=0.172 · p=0.000


ap.exam

Test
MN match ap.exam Total
0 1
Match 10054
9309
37.5 %
996
1741
19.9 %
11050
11050
34.8 %
No match 16722
17467
62.5 %
4013
3268
80.1 %
20735
20735
65.2 %
Total 26776
26776
100 %
5009
5009
100 %
31785
31785
100 %
χ2=579.782 · df=1 · φ=0.135 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by MN match
## W = 136762198, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
MN match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 5865
5099
40 %
3268
3349
33.9 %
1917
2601
25.6 %
11050
11050
34.8 %
No match 8803
9569
60 %
6366
6285
66.1 %
5566
4882
74.4 %
20735
20735
65.2 %
Total 14668
14668
100 %
9634
9634
100 %
7483
7483
100 %
31785
31785
100 %
χ2=455.317 · df=2 · Cramer’s V=0.120 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by MN match
## W = 78692032, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by MN match
## W = 78628231, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by MN match
## W = 48871482, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


Post secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .160 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment in Minnesota - 43.0% vs 27.8% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in Minnesota - 6,272 observed vs. 5,066 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .092 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did NOT attend post-secondary had meaningful employment in Minnesota - 43.0% vs 32.4% of individuals that attended a post-secondary institution.
  • a significantly larger number of individuals that did NOT attend a post-secondary institution had meaningful employment in one of the three EDRs - 3,019 observed vs. 2,440 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .309 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in Minnesota two years after graduation - 50.8%.
  • This same group of individuals had more people with meaningful employment in one of the three EDRs than expected - 2,868 vs. 1,965 expected.
  • A significantly larger proportion of individuals that never attended post secondary had meaningful employment in Minnesota two years after graduating - 43.0%.
  • These same individuals had a significantly higher number have meaningful employment in one of the three EDRs than expected - 3,019 observed vs. 2,440 expected.
  • A significantly lower proportion of individuals that graduated from a public, 4 year college had meaningful employment in Minnesota two years after graduation - 16.3%.
  • These same individuals had a significantly lower number of people that had meaningful employment in Minnesota - 1,160 observed vs. 2,480 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota two years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .288 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree or Less than Associate degree had meaningful employment in Minnesota - 43.2% of individuals with Associate degree and 43.8% for individuals with less than associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in Minnesota than expected - 1,692 observed vs. 1,361 expected.
  • a significantly larger number of individuals that received less than an Associate degree had meaningful employment in Minnesota than expected - 8,075 observed vs. 6,416 expected.


ps.grad

Test
MN match ps.grad Total
0 1
Match 6272
5066
43 %
4778
5984
27.8 %
11050
11050
34.8 %
No match 8301
9507
57 %
12434
11228
72.2 %
20735
20735
65.2 %
Total 14573
14573
100 %
17212
17212
100 %
31785
31785
100 %
χ2=811.622 · df=1 · φ=0.160 · p=0.000


attended.ps

Test
MN match attended.ps Total
No Yes
Match 3019
2440
43 %
8031
8610
32.4 %
11050
11050
34.8 %
No match 4000
4579
57 %
16735
16156
67.6 %
20735
20735
65.2 %
Total 7019
7019
100 %
24766
24766
100 %
31785
31785
100 %
χ2=269.688 · df=1 · φ=0.092 · p=0.000


ps.grad.InstitutionSector

Test
MN match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 1160
2480
16.3 %
424
570
25.9 %
27
23
41.5 %
174
845
7.2 %
105
78
46.7 %
2868
1965
50.8 %
3273
2649
42.9 %
3019
2440
43 %
11050
11050
34.8 %
No match 5973
4653
83.7 %
1216
1070
74.1 %
38
42
58.5 %
2257
1586
92.8 %
120
147
53.3 %
2783
3686
49.2 %
4348
4972
57.1 %
4000
4579
57 %
20735
20735
65.2 %
Total 7133
7133
100 %
1640
1640
100 %
65
65
100 %
2431
2431
100 %
225
225
100 %
5651
5651
100 %
7621
7621
100 %
7019
7019
100 %
31785
31785
100 %
χ2=3038.843 · df=7 · Cramer’s V=0.309 · p=0.000


highest.cred.level

Test
MN match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 1692
1361
43.2 %
1276
3239
13.7 %
8075
6416
43.8 %
7
35
7 %
11050
11050
34.8 %
No match 2222
2553
56.8 %
8041
6078
86.3 %
10379
12038
56.2 %
93
65
93 %
20735
20735
65.2 %
Total 3914
3914
100 %
9317
9317
100 %
18454
18454
100 %
100
100
100 %
31785
31785
100 %
χ2=2639.397 · df=3 · Cramer’s V=0.288 · p=0.000


Cross tabs - Time X = grad year +7

Demographic variables

Race/Ethnicity: The crosstabs indicate a relationship between whether an individual has meaningful employment in MN seven years after they graduate and the individual’s race/ethnicity. The p-value was 0, however the Cramer’s V^2 value was 0.050, indicating a weak association. Highlights in the table include;

  • A higher proportion of white individuals (57.3%) had meaningful employment in Minnesota compared to all other races and ethnicities.
  • A larger observed number of white individuals had meaningful employment in Minnesota than what was expected - 8,606 individuals vs. 8,493 expected.

Race/Ethnicity

Test
MN match RaceEthnicity Total
AI Asian/PI Black Hispanic White
Match 59
76
44 %
214
229
53 %
80
97
46.5 %
403
467
48.8 %
8606
8493
57.3 %
9362
9362
56.6 %
No match 75
58
56 %
190
175
47 %
92
75
53.5 %
423
359
51.2 %
6403
6516
42.7 %
7183
7183
43.4 %
Total 134
134
100 %
404
404
100 %
172
172
100 %
826
826
100 %
15009
15009
100 %
16545
16545
100 %
χ2=41.758 · df=4 · Cramer’s V=0.050 · p=0.000


High school characteristic variables

Dem_Desc: The p-value indicates that we can NOT reject the null hypothesis and acknowledge that the variables may have a relationship.


EDR: The p-value indicates that we can reject the null hypothesis and acknowledge that there may be a relationship between the EDR of an individuals high school and whether they have meaningful employment in Minnesota seven years after graduation. Highlights include;

  • EDR 8 has a significantly lower proportion of individuals that have meaningful employment in Minnesota seven years after graduation - 51.3% compared to 55.9% in EDR 6W and 63.2% in EDR 6E.
  • The observed number in EDR 8 is significantly lower - 3,684 observed vs. 4,061 expected.


avg.unemployment.rate: The p-values indicates that we can reject the NULL hypothesis and acknowledge that there may be a relationship between the average unemployment rate of an individuals high school county and whether they have meaningful employment in Minnesota seven years after graduation. The boxplot shows that individuals with meaningful employment in Minnesota seven years after graduation had a higher unemployment rate in their high school county.


avg.wages.pct.state: The p-value indicates that we can reject the NULL hypothesis and acknowledge that there may be a relationship between the average wages in the high school county as a percent of the state average wages and whether they have meaningful employment in Minnesota seven years after graduation. The boxplot shows that individuals with meaningful employment in Minnesota seven years after graduation had higher avg wages as a percentage of the state average in their high school counties.


avg.cte.intensity: The p-value indicates that we can NOT reject the NULL hypothesis.

Dem_Desc

Test
MN match Dem_Desc Total
Entirely rural Town/rural mix Urban/town/rural mix
Match 1441
1487
54.8 %
6426
6415
56.7 %
1495
1460
57.9 %
9362
9362
56.6 %
No match 1187
1141
45.2 %
4911
4922
43.3 %
1085
1120
42.1 %
7183
7183
43.4 %
Total 2628
2628
100 %
11337
11337
100 %
2580
2580
100 %
16545
16545
100 %
χ2=5.273 · df=2 · Cramer’s V=0.018 · p=0.072


EDR

Test
MN match edr Total
EDR 6E- Southwest
Central
EDR 6W- Upper
Minnesota Valley
EDR 8 - Southwest
Match 3831
3431
63.2 %
1847
1871
55.9 %
3684
4061
51.3 %
9362
9362
56.6 %
No match 2232
2632
36.8 %
1459
1435
44.1 %
3492
3115
48.7 %
7183
7183
43.4 %
Total 6063
6063
100 %
3306
3306
100 %
7176
7176
100 %
16545
16545
100 %
χ2=188.675 · df=2 · Cramer’s V=0.107 · p=0.000


avg.unemployment.rate

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.unemp.rate by MN match
## W = 37190732, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


avg.wages.pct.state

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.wages.pct.state by MN match
## W = 36594150, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


avg.cte.intensity

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  avg.cte.intensity by MN match
## W = 33047488, p-value = 0.116
## alternative hypothesis: true location shift is not equal to 0


High school enrollment variables

LimitedEnglishProficiencyIndicator: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and if the individual has limited english proficiency. However, the Cramer’s v-score was only .032 inidicating that this variable does not explain muh variance. Highlights include;

  • A significantly lower percentage of individuals with limited english proficiency had meaningful employment in Minnesota seven years after graduation - 43.2% vs. 56.8% for individuals with no limited english proficiency.
  • This same group had a significant difference between observed and expected - 99 observed vs. 130 expected.


pseo.participant: The p-value indicates that we can NOT reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether they participated in PSEO classes.


non.english.home: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .040 indicating a weak relationship. Highlights from the table include;

  • A significantly smaller proportion of individuals where english wasn’t the primary language at home had meaningful employment in Minnesota seven years after graduation - 49.1% vs. 57.1% for individuals where English was the primary language at home.
  • The observed vs expected was also significantly different for this group - 548 observed vs. 631 expected.


english.learner: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual had someone in their home where english wasn’t the primary language. However, the Cramer’s V^2 value is only .045 indicating a weak relationship. Highlights from the table include;

  • A smaller proportion of individuals categorized as english learners had meaningful employment in Minnesota - 44.3% vs. 57.0% of individuals not designated as english learners.
  • This same group had a larger number of individuals that expected - 239 observed vs. 305 expected.

LimitedEnglishProficiencyIndicator

Test
MN match LimitedEnglishProficiencyIndicator Total
N Y
Match 9263
9232
56.8 %
99
130
43.2 %
9362
9362
56.6 %
No match 7053
7084
43.2 %
130
99
56.8 %
7183
7183
43.4 %
Total 16316
16316
100 %
229
229
100 %
16545
16545
100 %
χ2=16.309 · df=1 · Cramer’s V=0.032 · p=0.000


pseo.participant

Test
MN match pseo.participant Total
0 1
Match 7111
7144
56.3 %
2251
2218
57.4 %
9362
9362
56.6 %
No match 5514
5481
43.7 %
1669
1702
42.6 %
7183
7183
43.4 %
Total 12625
12625
100 %
3920
3920
100 %
16545
16545
100 %
χ2=1.425 · df=1 · φ=0.009 · p=0.233


non.english.home

Test
MN match non.english.home Total
0 1
Match 8814
8731
57.1 %
548
631
49.1 %
9362
9362
56.6 %
No match 6616
6699
42.9 %
567
484
50.9 %
7183
7183
43.4 %
Total 15430
15430
100 %
1115
1115
100 %
16545
16545
100 %
χ2=26.594 · df=1 · φ=0.040 · p=0.000


english.learner

Test
MN match english.learner Total
0 1
Match 9123
9057
57 %
239
305
44.3 %
9362
9362
56.6 %
No match 6883
6949
43 %
300
234
55.7 %
7183
7183
43.4 %
Total 16006
16006
100 %
539
539
100 %
16545
16545
100 %
χ2=33.485 · df=1 · φ=0.045 · p=0.000


High school accomplishments

took.ACT: The p-value indicates that we can NOT reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual took the ACT.


ap.exam: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual took the ACT. However, the Cramer’s V^2 value is only .036 indicating a weak relationship. Highlights from the table include;

  • a significantly smaller proportion of individuals that did take the ap exam had meaningful employment in Minnesota - 52.4% vs 57.4% of individuals that did NOT take the AP exam.
  • a significantly smaller number of individuals that did take the AP exam had meaningful employment in Minnesota - 1,381 observed vs. 1,490 expected.


total.cte.courses.taken: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual has meaningful employment in Minnesota and the number of CTE courses an individual has taken. The boxplot shows that individuals with meaningful employment in Minnesota seven years after graduation more likely had taken more CTE courses.


cte.achievement: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and the level of CTE achievement. However, the Cramer’s V^2 value is only .084 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that was either a CTE concentrator, or completor had meaningful employment in Minnesota - 59.9% vs. 56.0% for CTE participant and 49.1% for individuals with no CTE.
  • This same group had a high number of individuals with meaningful employment in Minnesota than what was expected - 5,227 observed vs. 4,940 expected.


MCA.M: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA math score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota seven years after graduation if their MCA-Math score was lower.


MCA.R: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA reading score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota seven years after graduation if their MCA-reading score was lower.


MCA.S: The p-value indicates we can reject the null hypothesis and accept that there’s a relationship between whether an individual works in Minnesota and their MCA science score. The boxplot shows that individuals were more likely to have meaningful employment in Minnesota seven years after graduation if their MCA-science score was lower.


took.ACT

Test
MN match took.ACT Total
No Yes
Match 3625
3688
55.6 %
5737
5674
57.2 %
9362
9362
56.6 %
No match 2892
2829
44.4 %
4291
4354
42.8 %
7183
7183
43.4 %
Total 6517
6517
100 %
10028
10028
100 %
16545
16545
100 %
χ2=3.980 · df=1 · φ=0.016 · p=0.046


ap.exam

Test
MN match ap.exam Total
0 1
Match 7981
7872
57.4 %
1381
1490
52.4 %
9362
9362
56.6 %
No match 5930
6039
42.6 %
1253
1144
47.6 %
7183
7183
43.4 %
Total 13911
13911
100 %
2634
2634
100 %
16545
16545
100 %
χ2=21.818 · df=1 · φ=0.036 · p=0.000


total.cte.courses.taken

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  total.cte.courses.taken by MN match
## W = 37518758, p-value < 2.2e-16
## alternative hypothesis: true location shift is not equal to 0


cte.achievement

Test
MN match cte.achievement Total
CTE Concentrator or
Completor
CTE Participant No CTE
Match 5227
4940
59.9 %
2414
2441
56 %
1721
1982
49.1 %
9362
9362
56.6 %
No match 3503
3790
40.1 %
1899
1872
44 %
1781
1520
50.9 %
7183
7183
43.4 %
Total 8730
8730
100 %
4313
4313
100 %
3502
3502
100 %
16545
16545
100 %
χ2=118.048 · df=2 · Cramer’s V=0.084 · p=0.000


MCA.M

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.M by MN match
## W = 26666096, p-value = 3.268e-15
## alternative hypothesis: true location shift is not equal to 0


MCA.R

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.R by MN match
## W = 26438648, p-value = 1.887e-14
## alternative hypothesis: true location shift is not equal to 0


MCA.S

## 
##  Wilcoxon rank sum test with continuity correction
## 
## data:  MCA.S by MN match
## W = 9262124, p-value = 7.747e-11
## alternative hypothesis: true location shift is not equal to 0


Post secondary

ps.grad: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual graduated from a post-secondary institution. However, the Cramer’s V^2 value is only .068 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that did graduate from a post-secondary institution had meaningful employment in Minnesota - 59.5% vs 52.8% of individuals that graduated from a post-secondary institution.
  • a significantly larger number of individuals that did NOT graduate from a post-secondary institution had meaningful employment in Minnesota - 5,557 observed vs. 5,281 expected.


attended.ps: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .074 indicating a weak relationship. Highlights from the table include;

  • a significantly smaller proportion of individuals that did NOT attend post-secondary had meaningful employment in Minnesota - 49.6% vs 58.5% of individuals that attended a post-secondary institution.
  • a significantly smaller number of individuals that did NOT attend a post-secondary institution had meaningful employment in one of the three EDRs - 1,757 observed vs. 2,004 expected.


ps.grad.InstitutionSector: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the individual attended a post-secondary institution. However, the Cramer’s V^2 value is only .120 indicating a weak relationship. Highlights from the table include;

  • A significantly larger proportion of individuals that graduated from a public, 2-year institutions (code 4) had meaningful employment in Minnesota seven years after graduation - 66.9%.
  • This same group of individuals had more people with meaningful employment in one of the three EDRs than expected - 1,960 vs. 1,659 expected.
  • A significantly larger proportion of individuals that attended a private for-profit, 4-year institution had meaningful employment seven yars after graduation - 74%. 111 were observed and 85 were expected.
  • A significantly lower proportion of individuals that never attended post-secondary had meaningful employment in Minnesota seven years after graduation - 49.6%. 1,757 observed vs. 2,004 expected.


highest.cred.level: The p-value indicates that we can reject the NULL hypothesis and acknowledge there may be a relationship between whether an individual has meaningful employment in Minnesota seven years after graduation and whether the highest credential an individual received. However, the Cramer’s V^2 value is only .070 indicating a weak relationship. Highlights from the table include;

  • a significantly larger proportion of individuals that received an Associate degree had meaningful employment in Minnesota - 65.6% of individuals with Associate degree.
  • a significantly larger number of individuals that received an Associate degree had meaningful employment in Minnesota than expected - 1,329 observed vs. 1,146 expected.


ps.grad

Test
MN match ps.grad Total
0 1
Match 3805
4081
52.8 %
5557
5281
59.5 %
9362
9362
56.6 %
No match 3408
3132
47.2 %
3775
4051
40.5 %
7183
7183
43.4 %
Total 7213
7213
100 %
9332
9332
100 %
16545
16545
100 %
χ2=76.207 · df=1 · φ=0.068 · p=0.000


attended.ps

Test
MN match attended.ps Total
No Yes
Match 1757
2004
49.6 %
7605
7358
58.5 %
9362
9362
56.6 %
No match 1785
1538
50.4 %
5398
5645
41.5 %
7183
7183
43.4 %
Total 3542
3542
100 %
13003
13003
100 %
16545
16545
100 %
χ2=89.027 · df=1 · φ=0.074 · p=0.000


ps.grad.InstitutionSector

Test
MN match ps.grad.InstitutionSector Total
1 10 11 2 3 4 Did not grad Never attended ps
Match 2126
2139
56.2 %
595
560
60.2 %
27
27
57.4 %
705
781
51.1 %
111
85
74 %
1960
1659
66.9 %
2081
2108
55.9 %
1757
2004
49.6 %
9362
9362
56.6 %
No match 1654
1641
43.8 %
394
429
39.8 %
20
20
42.6 %
675
599
48.9 %
39
65
26 %
971
1272
33.1 %
1645
1618
44.1 %
1785
1538
50.4 %
7183
7183
43.4 %
Total 3780
3780
100 %
989
989
100 %
47
47
100 %
1380
1380
100 %
150
150
100 %
2931
2931
100 %
3726
3726
100 %
3542
3542
100 %
16545
16545
100 %
χ2=238.152 · df=7 · Cramer’s V=0.120 · p=0.000


highest.cred.level

Test
MN match highest.cred.level Total
Associate degree Bachelor degree Less than Associate
Degree
Master degree or
higher
Match 1329
1146
65.6 %
2769
2881
54.4 %
5231
5295
55.9 %
33
40
46.5 %
9362
9362
56.6 %
No match 696
879
34.4 %
2322
2210
45.6 %
4127
4063
44.1 %
38
31
53.5 %
7183
7183
43.4 %
Total 2025
2025
100 %
5091
5091
100 %
9358
9358
100 %
71
71
100 %
16545
16545
100 %
χ2=82.162 · df=3 · Cramer’s V=0.070 · p=0.000


Summary

Okay, let’s summarize all of this analysis. Below are tables that indicate which variables were significant (p-value < .01).

We will group variables by their themes/labels, for example we will start with Demographic variables, and then summarize the High school characteristics, etc…..


Demographic variables

The race and ethnicity variable provided significant differences pretty consistently across time and place. A couple of interesting things about this variable, however, is that the race and ethnicity that experienced significant differences changes over time. For grad year +0, Hispanic and Black individuals had meaningful employment at a much higher rate than all other races. By grad year +7, that advantage decreased and there was much less difference. All other races were pretty equal. Interestingly, white individuals had an equal or higher rate of meaningful employment by grad year +7, especially at the MN level.



High school characteristic variables

Dem_Desc: At grad year +0, there was a higher proportion of individuals that graduated from a town/rural mix high school that had meaningful employment. By grad year +7, that separation was less significant. In particular, there became a higher proportion of individuals that graduated from a entirely rural high school that had meaningful employment.

EDR: For all grad years, EDR 6W consistently had a significantly lower proportion of individuals that had meaningful employment at the county and EDR level. However, that changed when looking at whether an individual had meaningful employment in any of the three EDRs where there was not much difference at all between the EDRs. Interestingly, when we get to the question of whether an individual has meaningful employment in Minnesota at any of the time X, EDR 8 - Southwest has a significantly lower proportion.

avg.unemployment.rate: This variable seems to have very little impact.

avg.wages.pct.state” This variable only seemed to have an impact when asking whether an individual had meaningful employment at the county and Minnesota level. When there was a relationship, the boxplots indicated that if the average wages of an individuals high school county made up a higher percentage of the state average then there was a higher liklihood that the individual had meaningful employment in their high school county and Minnesota.

avg.cte.intensity: This variable seems to have no impact.


Dem_Desc


EDR


avg.unemployment.rate


avg.wages.pct.state


avg.cte.intensity


High school enrollment variables

LimitedEnglishProficiencyIndicator: This variable was signifiacnt for grad year +0, but no other. It consistently showed that a larger proportion of individuals designated as having limited english proficiency had meaningful employment across all geographies.

PSEO.participant: This variable was consistently significantly different across time X and geographies. It always showed that a significantly larger proportion of individuals that participated in PSEO class(es) had meaningful employment across all geographies. The only time that wasn’t the case was at time X = grad year +7 and if having meaningful employment in Minnesota. There was no statistically significant difference at that time X and for all meaningful employment in Minnesota.

non.english.home: A larger proportion of individuals that were categorized as having a non-english speaking home had meaningful employment at the time of graduation across all geographies, and two years after graduation. However, by seven years after graduation, that changed. There was no statistical difference for individuals having meaningful employment at the County or EDR level. And by seven years after graduation, there was a larger proportion of individuals that were NOT designated as having a non-english speaker at home that had meaningful employment in one of the three EDRs and Minnesota.

english.learner: This is EXACTLY the same as non.english.home.


LimitedEnglishProficiency


PSEO.participant


non.english.home


english.learner


High school accomplishments variables

took.act: For nearly all geographies and time X, a larger proportion of individuals that did not take the ACT had meaningful employment in the measured geography compared to individuals that did take the ACT. However, there is no significant difference at seven years after graduation and individuals having meaningful employment in Minnesota.

ap.exam: For all geographies and Time X, a larger proportion of individuals that did not take the AP Exam had meaningful employment in those geographies.

total.cte.courses.taken: For all geographies and Time X, individuals that had meaningful employment had likely taken more CTE courses.

cte.achievement: For all geographies and Time X, individuals that had meaningful employment were more likely to have been a CTE concentrator or completor. In addition, being a CTE participator had a larger proportion than an individual that took no CTE courses.

MCA.M-S: For all geographies and Time X, individuals that had meaningful employment typically had lower MCA scores.


took.act


ap.exam


total.cte.courses.taken


cte.achievement


MCA.M


MCA.M


MCA.M


Post secondary variables

ps.grad: For ALMOST all geographies and Time X, a larger proportion of individuals that did NOT graduate from a post-secondary institution had meaningful employment. However, it switches when looking at meaningful employment at the Minnesota level. By seven years after graduation, a larger proportion of individuals that DID graduate from a post-secondary institution had meaningful employment in Minnesota.

attended.ps: For ALMOST all geographies and Time X, a larger proportion of individuals that did NOT attend a post-secondary institution had meaningful employment. However, it switches when looking at meaningful employment at the Minnesota level. By seven years after graduation, a larger proportion of individuals that DID attend a post-secondary institution had meaningful employment in Minnesota.

ps.grad.InstitutionSector: For all geographies at two and seven years after graduation, a larger proportion of individuals that graduated from a 2-year public had meaningful employment in that geography.

highest.cred.level: For all geographies and Time X, a larger proportion of individuals that earned an associate’s degree had meaninful employment in that geography.


ps.grad


attended.ps


ps.grad.InstitutionSector


highest.cred.level


The analysis indicates that the following variables are the most influential in this dataset in answering where and when individuals have meaningful employment.

  • Demographic variables
    • Race/ethnicity
  • High school characteristic variables
    • Dem_Desc
    • EDR
    • avg.wages.pct.state
  • High school enrollment variables
    • LimitedEnglishProficiencyIndicator
    • PSEO.participant
    • non.english.home
    • english.learner
  • High school accomplishments
    • took.act
    • ap.exam
    • total.cte.courses.taken
    • cte.achievement
    • MCA.M.R.S
  • Post-secondary
    • ps.grad
    • attended.ps
    • ps.grad.InstitutionSector
    • highest.cred.level